The Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) is a set of teacher knowledge assessments linked to the NRC National Science Education Standards. Assessments are broken down by grade level (K-4, 5-8, and 9-12) and by content area (physical science, earth science, space science, and life science). Assessments are multiple choice with each question asking for the scientifically correct answer (to measure subject matter knowledge) as well as the most popular incorrect answer given by students (to measure knowledge of student misconceptions). Student assessments with items linked to teacher assessments are also available.
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Susan Sunbury, ssunbury@cfa.harvard.edu
Doyle, J., Sonnert, G., & Sadler, P. (2018). How professional development program features impact the knowledge of science teachers. Professional Development in Education, 46(2), 195-210. https://doi.org/10.1080/19415257.2018.1561493
Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50(5), 1020–1049. https://doi.org/10.3102/0002831213477680
Psychometrics
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.
Sadler P., Coyle H., Miller J., Cook-Smith N., Dussault M., Gould R. (2009). The astronomy and space science concept inventory: Development and validation of an assessment instrument aligned with the national standards. Astronomy Education Review, 8(1), 1–26. https://lweb.cfa.harvard.edu/smgphp/mosart/images/sadler_article.pdf