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Validating Measures of Mathematical Knowledge for Teaching
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Kane, Michael – Measurement: Interdisciplinary Research and Perspectives, 2007
According to Schilling, Blunk, and Hill, the set of papers presented in this journal issue had two main purposes: (1) to use an argument-based approach to evaluate the validity of the tests of mathematical knowledge for teaching (MKT), and (2) to critically assess the author's version of an argument-based approach to validation (Kane, 2001, 2004).…
Descriptors: Mathematics Education, Validity, Knowledge Base for Teaching, Knowledge Level