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.
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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
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