Developing valid and reliable instruments to assess common content knowledge (CCK) is a prerequisite for determining and improving the content knowledge of preservice teachers (PSTs) and teachers. We report on the development and psychometric analysis of an instrument for assessing PSTs' gymnastics CCK for secondary physical education teaching…

Teacher evaluation and certification is a proper approach taken to assess teacher knowledge base and to guarantee that teacher candidates are qualified and have met particular teaching standards. To this end, teacher-education university (i.e., Farhangian University) of Iran recently adopted a teacher evaluation and certification policy,…

While recent national and international assessments have shown mathematical progress being made by US students, little to no gains are evident in the areas of geometry and measurement. These reports also suggest that practicing teachers have traditionally had few opportunities to engage in content learning around topics in geometry and…

Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers' specialised knowledge…

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation…

The authors of this volume's stimulus papers have taken on the challenge of developing measures of teachers' mathematical knowledge for teaching (MKT). This task involves multiple decisions and considerations, including: (1) How does one specify the body of knowledge being assessed? What warrants are offered for those choices?; (2) How does one…

Teachers must have accurate, up-to-date knowledge about biodiversity in order to help prepare world citizens to cope with the problems of decreasing variability on our planet. The objectives of this study were to: (1) develop a reliable, valid test of teacher knowledge about biodiversity; (2) administer this test to K-12 teachers to determine…

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…