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Using Rasch Models to Reveal Contours of Teachers' Knowledge

机译：使用Rasch模型揭示教师知识的轮廓

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Teachers' knowledge is usually categorised into subject matter (SMK) and pedagogical content knowledge (PCK). Previously, measurement instruments and consequent cognitive scales have been developed to assess students' and teachers' subject knowledge. A number of qualitative studies have explored teachers' pedagogical content knowledge. This study developed a means to investigate one aspect of PCK — teachers' awareness of their students' knowledge — using a combination of measurement and qualitative interpretation. We asked teachers to estimate on a Likert scale (and also describe qualitatively) the difficulty their pupils would have with test items which we had already scaled using data from their pupils. We then constructed, using various models, a "Teacher's collective Perception of Item Difficulty" (TPID) scale and contrasted this with the student's ability scale by comparing the two sets of item-difficulty parameters. The results were triangulated with qualitative data. We suggest the methodology is best supported by an Inverse Partial Credit Model (IPCM) but we compare the results across alternative Rasch models.
机译：教师的知识通常分为主题（SMK）和教学内容知识（PCK）。以前，已经开发了测量工具和相应的认知量表来评估学生和教师的学科知识。许多定性研究探索了教师的教学内容知识。这项研究开发了一种方法，可以结合测量和定性解释来研究PCK的一个方面-教师对学生知识的认识。我们要求教师在李克特量表上进行估算（并定性描述），他们的学生在使用我们已经使用他们的学生数据进行了缩放的测试项目上所遇到的困难。然后，我们使用各种模型构建了“教师对项目难度的集体感知”量表（TPID），并通过比较两组项目难度参数将其与学生的能力量表进行了对比。将结果与定性数据进行三角测量。我们建议该方法最好得到反向部分信用模型（IPCM）的支持，但我们将比较其他Rasch模型的结果。

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