Abstract
Developing assessments of knowledge for international and comparative studies is a challenging task. There are differences across countries regarding when and with what emphasis content topics are covered; even a subject matter area as well defined as mathematics shows substantial variation in timing, coverage, and emphasis of mathematical content, thus deciding what should be included on an assessment is not straightforward. In this chapter, we describe the frameworks for the development of the FIRSTMATH assessments for beginning teachers and their pupils and the challenges in developing versions of various instruments that demonstrate evidence of validity and reliability across multiple national and linguistic contexts
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83–104). Westport, CT: Ablex.
Bankov, K., & Rodriguez, M. C. (2015, April). Novice teachers’ mathematical knowledge for teaching: Conceptualizing, measuring and reporting on the pilot results. In M. T. Tatto (Chair) Toward a fair evaluation of teachers: Methodological challenges in a cross-national study of mathematics teachers (FIRSTMATH) [Symposium]. American Education Research Association Annual Meeting, Chicago, IL.
Garden, R., Lie, S., Robitaille, D. F., Angell, C., Martin, M. O., Mullis, I. V. S., Foy, P., & Arora, A. (2006). TIMSS Advanced 2008 assessment frameworks. Chestnut Hill, MA: Boston College. https://files.eric.ed.gov/fulltext/ED494176.pdf
Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330–351.
Hill, H., Schilling, S., & Ball, D. (2004). Developing measures of teachers’ mathematical knowledge for teaching. Elementary School Journal, 105(1), 11–30.
Hill, H., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371–406.
Kunter, M., Klusmann, U., Dubberke, T., Baumert, J., Blum, W., Brunner, M., Jordan, A., Krauss, S., Löwen, K., Neubrand, M., & Tsai, Y.-M. (2007). Linking aspects of teacher competence to their instruction. Results from the COACTIV project. In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report on the DFG priority programme (pp. 32–52). Münster, Germany: Waxmann.
Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., Arora, A., & Erberber, E. (2007). TIMSS 2007 assessment frameworks. Chestnut Hill, MA: Boston College.
Schmidt, W., Tatto, M. T., Bankov, K., Blomeke, S., Cedillo, T., Cogan, L., Han, S. I., Houang, R., Hsieh, F. J., Paine, L., Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. East Lansing, MI: Center for Research in Mathematics and Science Education, Michigan State University. https://www.educ.msu.edu/content/downloads/sites/usteds/MT21Report.pdf
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. C., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam, The Netherlands: International Association for the Evaluation of Student Achievement. https://files.eric.ed.gov/fulltext/ED542380.pdf
Tatto, M. T. (Ed.). (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Technical report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., Pippin, J. (2020). Design and Development of International Mathematics Assessments for Teachers and Pupils. In: The First Five Years of Teaching Mathematics (FIRSTMATH). Springer, Cham. https://doi.org/10.1007/978-3-030-44047-3_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-44047-3_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-44046-6
Online ISBN: 978-3-030-44047-3
eBook Packages: EducationEducation (R0)