Diagnostic Teacher Assessment in Mathematics and Science (DTAMS): Elementary Mathematics Teacher Assessments

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Diagnostic Mathematics Assessments for Elementary School Teachers are written tests that measure mathematics knowledge in four content domains (Whole Number/Computation, Rational Number/Computation, Geometry/Measurement, Probability/Statistics/Algebra) and across four types of knowledge (Memorized Knowledge; Conceptual Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.

Content

Topics
Teacher and Leader Development
Tags
Mathematics education,
Professional development,
Science education
Grades
Kindergarten,
4,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade
Languages
English
Respondent
Teacher

Administration Information

Length
20 items (10 multiple-choice and 10 open-response). Participants usually take between 45-75 minutes to complete the assessment, with the bulk of participants taking about 60 minutes.

Access and Use

Contact

William Bush, bill.bush@louisville.edu

Link
https://louisville.edu/education/centers/crimsted/dtams/diag-math-assess-elem
Open Access
Yes
Use in Research

Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring mathematical knowledge for teaching: a longitudinal study using two measures. Journal of Mathematics Teacher Education, 16(3), 211-236. https://www.doi.org/10.1007/s10857-012-9233-0

Thomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2017). Teaching efficacy: Exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1-20. https://doi.org/10.1080/13664530.2016.1204355

Psychometrics

Scoring
Computer scoring
Manual scoring
Psychometric References

Ronfeldt, M., & Truwit, M. (2023). Considerations for use of teaching quality measures. EdInstruments Brief, Annenberg Institute for School Reform, Brown University. www.edinstruments.com/teaching.