Design Principles for Improving Practice with Instructional Coaching
Category: Teacher and Leader Development
Instrument Overview
Diagnostic Science Assessments for Middle School Teachers are written tests that measure mathematics knowledge in three content domains (Physical Science; Life Science; Earth/Space Science) and across four types of knowledge (Declarative Knowledge; Scientific Inquiry and Procedures; Schematic Knowledge; 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.
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
6th Grade,
7th Grade,
8th Grade
Keywords
Schooling ; Teaching ; Teacher Knowledge
Languages
English
Respondent
Teacher
Administration Information
Length
25 items (20 multiple-choice and 5 open-response). Participants usually take between 30-50 minutes to complete the assessment, with the bulk of participants taking about 40 minutes.
Access and Use
Contact
Thomas Tretter, tom.tretter@louisville.edu
Sherri Brown, s.brown@louisville.edu
Open Access
Yes
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
Tretter, T. R., Brown, S. L., Bush, W. S., Saderholm, J. C., & Holmes, V. L. (2013). Valid and reliable science content assessments for science teachers. Journal of Science Teacher Education, 24(2), 269-295. https://www.doi.org/10.1007/s10972-012-9299-7
