Open AccessPsychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test
Author(s) -
Robert C. Schoen,
Xiaotong Yang,
Gizem Solmaz
Publication year - 2021
Language(s) - English
Resource type - Reports
DOI - 10.33009/lsi.1620243057
Subject(s) - test (biology) , mathematics education , scale (ratio) , reliability (semiconductor) , test score , sample (material) , elementary mathematics , psychology , geography , standardized test , cartography , paleontology , power (physics) , chemistry , physics , chromatography , quantum mechanics , biology
The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.