Development and validation of a measure of elementary teachers' science content knowledge in two multiyear teacher professional development intervention projects

Jaime Lynn Maerten-Rivera, Anne Corinne Huggins-Manley, Karen Adamson, Okhee Lee, Lorena Llosa

Research output: Contribution to journalArticle

Abstract

Using data collected from two multiyear teacher professional development projects employing randomized control trials, this study describes the development and validation of a paper-based test of elementary teachers' science content knowledge (SCK). Evidence of construct validity is presented, including evidence on internal structural features using Rasch measurement models. Results from 183 treatment group and 176 control group teachers from Project 1 demonstrated that the SCK test had acceptable person reliability at baseline; at later time points the test was easy for the teachers and person reliability was below acceptable. Results from Project 1 informed changes made to the test for use in Project 2, including an increase in the difficulty level and the development of two equated forms. Results from the 148 treatment and 139 control teachers from Project 2 demonstrated that the test had acceptable reliability across two time points and was a better match to teachers' SCK.

Original languageEnglish (US)
Pages (from-to)371-396
Number of pages26
JournalJournal of Research in Science Teaching
Volume52
Issue number3
DOIs
StatePublished - Mar 1 2015

Keywords

  • Measurement
  • Professional development
  • Rasch measurement
  • Science content
  • Teachers' knowledge
  • Validity evidence

ASJC Scopus subject areas

  • Education

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