The Conceptual Framework Of Assessment Essay

1115 WordsNov 27, 20165 Pages
Conceptual Framework of Assessment Since mathematical knowledge for teaching has been directly linked to the teacher’s instructional quality (Selling, Garcia, & Loewenberg Ball, 2016), and hence is likely to impact student achievement, it is vital to be able to access the mathematical knowledge of teachers. It is important for educators and researchers to track the growth and development of MKT as it may be indicative of the effectiveness of educational and professional development programs for preservice or practicing teachers. Unfortunately, assessment is very challenging as few validated instruments for measuring MKT exist (Bell, Wilson, Higgins, & McCoach, 2010). In working towards building successful assessments, Pellegrino, Chudowsky, and Glaser (2001) state that developers must consider “a model of student cognition and learning in the domain, a set of beliefs about the kinds of observations that will provide evidence of students’ competencies, and an interpretation process for making sense of the evidence” (p. 44). This triad of elements is commonly known as the assessment triangle. Although Pellegrini and colleagues are focusing on assessing student knowledge, this assessment triangle (see Figure 2) can be used as a conceptual framework when considering elements of MKT assessments. The cognition corner of the triangle is the theory related to how teacher knowledge can be represented, which in this study is the MKT framework. The observation corner represents
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