Search results for: Brown Sherri
Page 1/1 2 items
The purpose of this article is to offer the validity and reliability evidence for teacher science content assessments developed as part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. It was found that validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. The subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Updated: May. 18, 2014
The study describes an apprenticeship course designed to provide preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended scientific inquiry. The model included placing preservice teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed limited use of these in their classrooms.
Updated: Feb. 19, 2008