[RUME] question about measures of problem solving, etc.

[Jerome Epstein]

You don't say it, but I am gathering that these are elementary/middle 
school teachers?

My Basic Skills Diagnostic Test (BSDT) might be of some use. Let me know 
if this is of some interest, I will have to send you some security 
requirements. . . . Maybe you already have this?

There are results on it from quite a few classes at widely divergent 
levels, but I will have to dig out comparison results with elementary 
teachers. It was used in a program for elementary teachers  some years 
ago in NYC public schools, as part of an implementation of the Integated 
Laboratory Program (ILP) in math and physical science. It was used as a 
pre-test -- post-test means of measuring gain. The test items are 
strongly conceptual. Some can be done as procedures, but that is very 
inefficient way to do it. It is not mutiple choice as usually given, and 
one does get a very interesting view what is happening in the student mind.

The first half of the test should all be answerable by a competent 8th 
grader (although you might be amazed how few college students are in 
that category), while the second half is algebraic -- mostly elementary 
algebra with a couple of items more advanced on concept of a function 
and concept of a logarithm. No question requires any significant 
computation. The test generally takes about 30 minutes.

Jerry Epstein
Eric Hsu wrote:

>hello all,
>
>There is a project that has asked for my advice.  
>
>They take in-service teachers and do rich, challenging problems with them in groups. The goal is, roughly speaking, to develop their problem solving skills, enrich their ideas of the nature of mathematics and of doing math, cultivate a love of math, and also to put them in a position to create these positive effects for their students. 
>
>They are now wanting to assess the effects of their work, and they want a stronger theoretical framework and some assessment tools.  The closest thing they've come up with is the LMT from Deborah Ball and the other Michigan folks. This isn't quite right, as the PCK that test hopes to measure is quite domain specific. 
>
>If anyone has any suggestions of existing assessments or other ideas they can build on, could you send them to me?
>
>Thanks in advance, Eric
>
>--
>Eric Hsu, Associate Professor of Mathematics
>Co-director, Center for Science and Math Education
>San Francisco State University
>http://math.sfsu.edu/hsu
>
>
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