1. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Measuring Teacher Science Knowledge Tom Tretter University of Louisville tom.tretter@louisville.edu

2. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT DTAMS STRUCTURE BREADTH (Physical Sci. example)  Matter  Motion & Forces  Energy  STS DEPTH  Declarative  Inquiry  Schematic  Pedagogical Diagnostic Teacher Assessments in Mathematics & Science (DTAMS) Available for Physical, Life, Earth Science

3. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT DTAMS CHARACTERISTICS  Targets middle school teacher knowledge (multiple choice & open response formats)  Samples across a broad spectrum of content within a domain (e.g. physical)  Validity: Based on synthesis of content from NSES, Benchmarks, TIMSS, NAEP, NSTA  Validity: Items reviewed by national sample of scientists, teachers, science educators  Reliability: Cronbach alpha > 0.81 (n=1790)  An assessment option for teacher science knowledge available on the MSP reporting site

4. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT EXAMPLE ASSESSMENT USE  Spans spectrum of physics topics  Focuses on deep conceptual understanding of underlying principles  Content organized around applications to how things work  Incorporates appropriate pedagogical techniques as mode of content delivery Physics for Teachers: How Things Work

5. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT EXAMPLE ASSESSMENT USE Subscale (pts. possible) Pre Post Total (35)18.63 (4.76)27.3 (6.34) *** Depth of Knowledge Subscales Declarative (5)3.70 (0.95)3.96 (1.16) Inquiry (5)3.26 (0.94)2.85 (1.38) Schematic (15)8.15 (2.46)12.1 (2.85) *** Pedagogical (10)3.52 (2.08)8.37 (1.86) *** Breadth of Knowledge Subscales Matter (6)4.11 (1.09)4.78 (1.25) * Motion & Forces (6)3.89 (0.97)4.44 (1.37) Energy (13)7.11 (2.19)9.70 (2.60) *** STS (5)2.33 (1.30)3.70 (1.27) *** Note. Data are mean (standard deviation) of the various subscales, but subscales cannot be directly compared because the total points vary across subscales. *p<.05. **p<.01. *** p<.001. Results - Growth in Physical Science Scores (n=27)

6. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT POSSIBLE REASONS FOR POSITIVE RESULTS  Sustained involvement (45 contact hours over course of a semester)  Alignment of PD approach with assessment foci (broad coverage, conceptual understanding, pedagogy)  Importance of assessment to teachers (part of final exam grade)

7. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT LIMITATIONS  Sampling of content is limited  Targets middle school teacher knowledge  Open response introduces some score variability

8. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT DISCLAIMER The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education.