Characterizing Teacher Knowledge Tests and Their Use in the Mathematics Education Literature

Pavneet Kaur Bharaj; Michele Carney; Heather Howell; Wendy M. Smith; James Smith

doi:10.5951/jresematheduc-2022-0137

Characterizing Teacher Knowledge Tests and Their Use in the Mathematics Education Literature

Pavneet Kaur Bharaj
, Michele Carney
, Heather Howell
, Wendy M. Smith
, James Smith

California State University Long Beach
Educational Testing Service
University of Nebraska-Lincoln
Arizona State University

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity arguments and evidence. A key finding is that these tests are often presented in ways that do not support their use by the mathematics education community. We offer suggestions on how adopting a validity argument perspective can enable others to build on initial test development efforts.

Original language	English
Pages (from-to)	212-223
Number of pages	12
Journal	Journal for Research in Mathematics Education
Volume	56
Issue number	4
DOIs	https://doi.org/10.5951/jresematheduc-2022-0137
State	Published - Jul 2025

Keywords

Measurement
Teacher mathematical knowledge
Tests
Validation
Validity

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10.5951/jresematheduc-2022-0137

Cite this

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title = "Characterizing Teacher Knowledge Tests and Their Use in the Mathematics Education Literature",

abstract = "We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity arguments and evidence. A key finding is that these tests are often presented in ways that do not support their use by the mathematics education community. We offer suggestions on how adopting a validity argument perspective can enable others to build on initial test development efforts.",

keywords = "Measurement, Teacher mathematical knowledge, Tests, Validation, Validity",

author = "Bharaj, \{Pavneet Kaur\} and Michele Carney and Heather Howell and Smith, \{Wendy M.\} and James Smith",

note = "Publisher Copyright: {\textcopyright} 2020 by The National Council of Teachers of Mathematics, Inc.",

year = "2025",

month = jul,

doi = "10.5951/jresematheduc-2022-0137",

language = "English",

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AU - Carney, Michele

AU - Howell, Heather

AU - Smith, Wendy M.

AU - Smith, James

PY - 2025/7

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N2 - We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity arguments and evidence. A key finding is that these tests are often presented in ways that do not support their use by the mathematics education community. We offer suggestions on how adopting a validity argument perspective can enable others to build on initial test development efforts.

AB - We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity arguments and evidence. A key finding is that these tests are often presented in ways that do not support their use by the mathematics education community. We offer suggestions on how adopting a validity argument perspective can enable others to build on initial test development efforts.

KW - Measurement

KW - Teacher mathematical knowledge

KW - Tests

KW - Validation

KW - Validity

UR - https://www.scopus.com/pages/publications/105029553447

U2 - 10.5951/jresematheduc-2022-0137

DO - 10.5951/jresematheduc-2022-0137

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SP - 212

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JO - Journal for Research in Mathematics Education

JF - Journal for Research in Mathematics Education

IS - 4

ER -

Characterizing Teacher Knowledge Tests and Their Use in the Mathematics Education Literature

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Keywords

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