Cycles of evidence collection in the development of a measure of teacher knowledge

Abstract

This study highlights some of the tensions that arise during measure development while attending to both Rasch measurement principles and mathematics education’s focus on high quality operationalization of complex theoretical constructs. We situate our measure development work within the context of a larger design-based mathematics teacher preparation intervention project focused on improving teacher candidate attentiveness, and illustrate how these tensions have shaped our instrument and item development work over the last four years.