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Teachers’ Knowledge of Students: Defining a Domain

Abstract

"In this paper the study team describes and evaluates two metrics that tap teachers' knowledge of their students' mathematical thinking. These measures capture teacher accuracy in predicting student performance and, following Sadler et al. (2013), teacher knowledge of student misconceptions. Specifically, the research team asks: (1) How well do these metrics differentiate among teachers? (2) Do teachers scores on these measures show evidence of convergent and discriminant validity? (3) How well, if at all, do scores on these constructs predict student outcomes?"