Frequently asked questions
About our measures
Obtaining our measures
Research and results
Our video coding measure
Learning Mathematics for Teaching Project
Links to other measures of teacher knowledge
Horizon Research, Inc., in collaboration with Project 2061 of the American Association of the Advancement of Science (AAAS), is creating and disseminating instruments that assess teacher opportunities to learn, and that measure changes in teacher science content knowledge, teacher pedagogical content knowledge, classroom practice, as well as changes in student achievement. The project is titled ATLAST (Assessing Teacher Learning About Science Teaching). Three sets of instruments are being developed, one for each of three science areas-force and motion; processes that shape the Earth; and flow of matter and energy in living systems. The contact person for these measures is the project PI, Sean Smith.
Diagnostic Mathematics Assessments for Middle School Teachers are designed to be used by researchers, professional development providers, and course instructors to assess teachers' stengths, weaknesses, and growth in mathematics knowledge. Six versions of four different assessments (Number/Computation, Geometry/Measurement, Probability/Statistics, Algebraic Ideas) assess four types of teachers' knowledge (memorized facts/skills, conceptual understanding, problem solving/reasoning, pedagogical content). The 20-item assessments include multiple-choice and open-response items and take approximately an hour to complete.
Knowing Mathematics for Teaching Algebra [KAT] is a project at Michigan State University in the Division of Science and Mathematics Education with three main objectives:

1. Instrument Design: To develop items and design reliable and valid instruments to measure mathematical knowledge for teaching algebra among preservice and in-service secondary school mathematics teachers in large-scale settings.

2. Framework Validation: To produce an empirically validated and comprehensive framework for knowledge for teaching algebra.

3. Status Study of Teacher Knowledge: To study the status and variation of knowledge for teaching algebra among preservice and in-service teachers drawn from across the nation.

An interdisciplinary MSU-based research team with collective expertise in mathematics, mathematics education, research design, psychometric analysis, and secondary school mathematics teaching and curriculum leads the project.
The SimCalc project seeks to democratize access to the mathematics of change, making concepts of proportionality, linearity, and rates of change accessible to ordinary middle school students. In the Scaling Up SimCalc project we are developing a set of MKT items designed to assess middle school mathematics teachers' understanding of proportionality.For more information, contact Nikki Shechtman
The Measures of Effective Teaching (MET) study was designed to develop a set of measures that together serve as an accurate indicator of teaching effectiveness.The content for knowledge for teaching assessments focused on the content knowledge used in recognizing, understanding, and responding to the content problems that teachers encounter as they teach a subject. More information on this study can be found in Geoffrey Phelp's technical report.
Links to related projects