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Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in spring 2017
Title
Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in spring 2017 (Research Report No. 2018-13).
Creator
Schoen, Robert C, Yang, Xiaotong, Paek, Insu
Abstract/Description
This report provides evidence of the substantive and structural validity of the Knowledge for Teaching Elementary Fractions Test. Field-test data were gathered with a sample of 241 elementary educators, including teachers, administrators, and instructional support personnel, in spring 2017, as part of a larger study involving a multisite cluster-randomized trial evaluation design to investigate the effects of lesson study and a fractions resource toolkit on classroom instruction and student...
Show moreThis report provides evidence of the substantive and structural validity of the Knowledge for Teaching Elementary Fractions Test. Field-test data were gathered with a sample of 241 elementary educators, including teachers, administrators, and instructional support personnel, in spring 2017, as part of a larger study involving a multisite cluster-randomized trial evaluation design to investigate the effects of lesson study and a fractions resource toolkit on classroom instruction and student achievement in fractions. The web-based test was designed to measure mathematical knowledge for teaching (MKT) in the domain of fractions at the elementary level. We found that the Knowledge for Teaching Elementary Fractions test measures a dominant factor, supporting unidimensionality in the data. The purpose, or intended use, of the Knowledge for Teaching Elementary Fractions (K-TEF) test data gathered in spring 2017 is to produce ability estimates that can be used to serve as the dependent variable in models estimating the effect of the intervention on teacher MKT, as well as to investigate MKT as a potential mediator of the effect of the program on students. Reliability, test-information, and item-discrimination estimates appear to fit the intended purpose of the test.
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Date Issued
2018-08-31
Identifier
10.17125/fsu.1537295574, FSU_libsubv1_scholarship_submission_1537295574_c8595071
Format
Citation
Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in fall 2016
Title
Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in fall 2016.
Creator
Schoen, Robert C, Yang, Xiaotong, Liu, Sicong, Paek, Insu
Abstract/Description
This report provides evidence of the substantive and structural validity of the Knowledge for Teaching Elementary Fractions Test. Field-test data were gathered with a sample of 277 elementary educators, including teachers, administrators, and instructional support personnel, in fall 2016, as part of a larger study involving a multisite cluster-randomized trial evaluation design to investigate the effects of lesson study and a fractions resource toolkit on classroom instruction and student...
Show moreThis report provides evidence of the substantive and structural validity of the Knowledge for Teaching Elementary Fractions Test. Field-test data were gathered with a sample of 277 elementary educators, including teachers, administrators, and instructional support personnel, in fall 2016, as part of a larger study involving a multisite cluster-randomized trial evaluation design to investigate the effects of lesson study and a fractions resource toolkit on classroom instruction and student achievement in fractions. The web-based test was designed to measure mathematical knowledge for teaching (MKT) in the domain of fractions at the elementary level. we found that the Knowledge for Teaching Elementary Fractions test measures a dominant factor, supporting unidimensionality in the data. The purpose, or intended use, of the Knowledge for Teaching Elementary Fractions test is to produce ability estimates that can be used to investigate baseline equivalence of groups of educators in four treatment conditions, to serve as a covariate in models estimating the effect of the intervention on MKT, as well as to investigate MKT as a potential moderator of the effect of the program on teachers and students. Reliability, test-information, and item-discrimination estimates appear to fit the intended purpose of the test, although further validation will be necessary to determine whether the test is well suited for its intended use.
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Date Issued
2018-05-30
Identifier
FSU_libsubv1_scholarship_submission_1531453537_f9a90ab3, 10.17125/fsu.1531453537
Format
Citation
Psychometric Report for the Early Fractions Test (Version 2.2) Administered with Third- and Fourth-grade Students in Spring 2017
Title
Psychometric Report for the Early Fractions Test (Version 2.2) Administered with Third- and Fourth-grade Students in Spring 2017.
Creator
Schoen, Robert C, Yang, Xiaotong, Liu, Sicong
Abstract/Description
The Early Fractions Test v2.2 is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test v2.2 is to serve as a measure of student outcomes in a randomized trial designed to estimate the effect of an educational intervention on student understanding and ability in the domain of early fractions concepts. In this report, we discuss our exploration of options for...
Show moreThe Early Fractions Test v2.2 is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test v2.2 is to serve as a measure of student outcomes in a randomized trial designed to estimate the effect of an educational intervention on student understanding and ability in the domain of early fractions concepts. In this report, we discuss our exploration of options for scoring and data modeling and make recommendations for optimal scoring and data modeling procedures. We also report on the results of data modeling, including analyses of dimensionality, scale reliability estimates, item difficult estimates, test information, and the distribution of student ability estimates. The results of these analyses are largely consistent with the findings from the analysis of data from the previous version of the Early Fractions Test (Schoen, Liu, Yang, & Paek, 2017).
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Date Issued
2017-12-01
Identifier
FSU_libsubv1_scholarship_submission_1522698235_251a5a33, 10.17125/fsu.1522698235
Format
Citation