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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