PERC 2018 Abstract Detail Page
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| Abstract Title: | Identifying Productive Questions for Measuring Teacher Knowledge |
|---|---|
| Abstract: | This poster describes how we used Item Response Theory to identify the items among our test which were the best for categorizing teachers' knowledge. Using a nationally diverse sample of 479 high school physics teachers attending summer professional development programs, we describe how we decided on the "best" items, and how they might be used and interpreted when assessing teacher knowledge and learning gains. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C15 |
Author/Organizer Information | |
| Primary Contact: |
Jacqueline Doyle Harvard-Smithsonian Center for Astrophysics |
