Structural Validity of the Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Assessment
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| Title: | Structural Validity of the Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Assessment |
|---|---|
| Language: | English |
| Authors: | Robert C. Schoen (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2026 44(3):353-363. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | U423A180115 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Test Validity, Knowledge Base for Teaching, Mathematics Instruction, Teacher Competency Testing, Test Reliability, Test Items, Error of Measurement, Elementary School Mathematics |
| Geographic Terms: | Florida |
| DOI: | 10.1177/07342829251404011 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | This study examines the structural validity of the 2019 Teacher MKT assessment using empirical data from a sample of 645 elementary educators in Florida (USA). The examination of structural validity was supported through a series of complementary analyses, including evaluation of the dimensionality of the underlying latent trait, item performance, reliability, and the standard error of measurement. Evidence from dimensionality analysis pointed to a borderline unidimensional structure, implying that one factor or dimension may be sufficient for measuring the underlying construct. Based on the empirical results, the 2019 Teacher MKT appears to have adequate reliability and provides useful information about a relatively wide range of teacher abilities. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.17605/OSF.IO/GA5ZC |
| Entry Date: | 2026 |
| Accession Number: | EJ1502985 |
| Database: | ERIC |
| Abstract: | This study examines the structural validity of the 2019 Teacher MKT assessment using empirical data from a sample of 645 elementary educators in Florida (USA). The examination of structural validity was supported through a series of complementary analyses, including evaluation of the dimensionality of the underlying latent trait, item performance, reliability, and the standard error of measurement. Evidence from dimensionality analysis pointed to a borderline unidimensional structure, implying that one factor or dimension may be sufficient for measuring the underlying construct. Based on the empirical results, the 2019 Teacher MKT appears to have adequate reliability and provides useful information about a relatively wide range of teacher abilities. |
|---|---|
| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829251404011 |
