The author posits that testing teacher quality will not improve education unless people realize how current means of teacher testing could eliminate from teacher preparation the utopian elements that foundations courses present through material from authors such as Maxine Greene, Samuel Bowles, and Herbert Gintis. He presents a history of the…

The author offers some thoughts on commentator's reactions to the substance of the measures, particularly those about measuring teacher learning and change, based on the major uses of the measures, and because this is a significant challenge facing test development as an enterprise. If teacher learning results in more integrated knowledge or…

In this article, the author echoes his co-author's and colleague's pleasure (Hill, this issue) at the thoughtfulness and far-ranging nature of the comments to their initial attempts at test validation for the mathematical knowledge for teaching (MKT) measures using the validity argument approach. Because of the large number of commentaries they…