Diagnostic Mathematics Assessments for Middle School Teachers are written tests that measure mathematics knowledge in four content domains (Number/Computation, Geometry/Measurement, Probability/Statistics, Algebraic Ideas) 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
Administration Information
Access and Use
William Bush, bill.bush@louisville.edu
Cady, J., & Rearden, K. (2009). Delivering online professional development in mathematics to rural educators. Journal of Technology and Teacher Education, 17(3), 281-298. https://www.learntechlib.org/primary/p/28295
Lim, W., & Guerra, P. (2013). Using a Pedagogical Content Knowledge Assessment to Inform a Middle Grades Mathematics Teacher Preparation Program. Georgia Educational Researcher, 10(2), 1-15. https://eric.ed.gov/?id=EJ1194762
McGatha, M. B., Bush, W. S., & Rakes, C. R. (2009). The effects of professional development in formative assessment on mathematics teaching performance and student achievement. Journal of Multidisciplinary Evaluation, 6(12), 32-43. https://journals.sfu.ca/jmde/index.php/jmde_1/article/view/224
Psychometrics
Saderholm, J., Ronau, R., Brown, E. T., & Collins, G. (2010). Validation of the diagnostic teacher assessment of mathematics and science (DTAMS) instrument. School Science and Mathematics, 110(4), 180-192. https://doi.org/10.1111/j.1949-8594.2010.00021.x