Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment
Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment
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解析开发数学教师教学内容知识 (PCK) 评估时遇到的响应过程问题
DOI：
10.1080/19477503.2023.2201115
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发表时间：
2023
影响因子：
--
通讯作者：
Orrill, Chandra H.
中科院分区：
文献类型：
--
作者：
Epstein, Martha L.;Malik, Hamza;Wang, Kun;Orrill, Chandra H.
数学教师知识评价中的项目必须唤起期望的反应过程--由教师按照项目开发者的意图来解释和反应。在这项研究中，我们试图解开证据表明，中学数学教师并没有一贯的互动与建构反应（即开放式）的项目，旨在评估他们的教学内容的知识（PCK）。我们分析了最近的数据来自有声思维访谈13名教师，涉及38个评估项目，旨在挖掘PCK有关比例推理。确定了与非预期反应过程相关的五个关键问题：（1）场景提供的信息不足，（2）内容知识（CK）和PCK元素混淆，（3）关于场景的问题缺乏特异性，（4）项目包含分散注意力的文本和/或视觉元素，（5）数学教育研究与教师工作文化的差异导致了对项目的非预期解释。这些问题与教师的回答有问题（如模糊，偏离主题等）。此外，我们认为，获得反应过程的证据是至关重要的，它是如何获得的可能会影响平均难度的最终池的评估项目开发。
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK). We analyzed recent data derived from think-aloud interviews with 13 teachers involving 38 assessment items designed to tap PCK regarding proportional reasoning. Five key issues associated with undesired response processes were identified: (1) scenarios provided insufficient information, (2) content knowledge (CK) and PCK elements were confounded, (3) questions asked about the scenarios lacked specificity, (4) items contained distracting text and/or visual elements, and (5) differences between math education research and classroom teacher work cultures led to unanticipated interpretations of items. These issues were associated with teacher responses that were problematic (e.g. vague, off topic, etc.). In addition, we suggest that obtaining response process evidence is critical, and the way it is obtained may impact the average difficulty of the final pool of assessment items developed.
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