Measures of teacher mathematical knowledge are notoriously difficult to develop (e.g., Orrill et al., 2015). This is in part because of the multidimensional nature of teacher knowledge. As part of two separate projects being undertaken by this research team, we have attempted to write assessments of teacher pedagogical content knowledge (PCK) in…

This case study describes how our research team conducted the qualitative think-aloud approach (or cognitive pretesting) to obtaining cognitive validity evidence for a biology inference-making and reasoning measure for undergraduate students. The main goal of our work was to gather high-quality student think-aloud data of reasoning while they were…

While collaborative Intelligent Tutoring Systems (ITSs) have been designed for older students and have been shown to support sense-making behaviors, there has not been as much work on creating systems to support collaboration between elementary school students. We have developed and tested, with 84 students, individual and collaborative versions…

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…