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Measurement: Interdisciplinary Research & Perspective, Volume 5 Issue 2 & 3 2007

ISSN: 1536-6359 (electronic) 1536-6367 (paper)
Publication Frequency: 4 issues per year
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Focus Article
Abstract
Page 69
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Assessing Measures of Mathematical Knowledge for Teaching: A Validity Argument Approach
Stephen G. Schilling; Heather C. Hill
Pages 70 – 80
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Assessing Elemental and Structural Validity: Data from Teachers, Non-teachers, and Mathematicians
Heather C. Hill;  Carolyn Dean; Imani Masters Goffney
Pages 81 – 92
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The Role of Psychometric Modeling in Test Validation: An Application of Multidimensional Item Response Theory
Stephen G. Schilling
Pages 93 – 106
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Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning
Heather C. Hill;  Deborah Loewenberg Ball;  Merrie Blunk;  Imani Masters Goffney; Brian Rowan
Pages 107 – 118
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Test Validation and the MKT Measures: Generalizations and Conclusions
Stephen G. Schilling;  Merrie Blunk; Heather C. Hill
Pages 118 – 128
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Miscellany
References
Pages 128 – 130
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Commentary
Challenges of Simultaneously Defining and Measuring Knowledge for Teaching
Alicia C. Alonzo
Pages 131 – 137
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A Practical and Prescriptive Approach to Validity—Commentary
Lou DiBello; William Stout
Pages 138 – 141
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Re-conceptualizing Validity within the Context of a New Measure of Mathematical Knowledge for Teaching
George Engelhard Jr.; Rubye K. Sullivan
Pages 142 – 156
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Our Field Needs a Framework to Guide Development of Validity Research Agendas and Identification of Validity Research Questions and Threats to Validity
Steve Ferrara
Pages 156 – 164
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Interpretation, Validity, Measurement, and Mathematics
William P. Fisher Jr.
Pages 165 – 170
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An Alternative Theory: Deep Understanding of Mathematics
Mary Garner
Pages 170 – 173
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Mathematics Knowledge for Teaching: Questions about Constructs
Maryl Gearhart
Pages 173 – 180
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Validating Measures of Mathematical Knowledge for Teaching
Michael Kane
Pages 180 – 187
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Toward Developmental Trajectories: A Commentary on Assessing Measures of Mathematical Knowledge for Teaching
Jonna M. Kulikowich
Pages 187 – 194
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Commentary: A Few Tweaks to the Toolkit
Frances Lawrenz; Stacie Toal
Pages 195 – 198
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The Complexities of Assessing Teacher Knowledge
Alan H. Schoenfeld
Pages 198 – 204
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Does Theory Drive the Items or Do Items Drive the Theory?
Robert M. Talbot; Derek C. Briggs
Pages 205 – 208
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Rejoinder
Validating the MKT Measures: Some Responses to the Commentaries
Heather C. Hill
Pages 209 – 211
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Generalizability and Specificity of Interpretive Arguments: Observations Inspired by the Commentaries
Stephen Schilling
Pages 211 – 216
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