Journal of Mathematics Teacher Education

, Volume 14, Issue 4, pp 305–325 | Cite as

Prediction assessments: Using video-based predictions to assess prospective teachers’ knowledge of students’ mathematical thinking

  • Anderson Norton
  • Andrea McCloskey
  • Rick A. Hudson
Article

Abstract

In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child’s mathematics and then use that model to predict how the child will respond to a subsequent task. In this paper, we share data concerning the evolution and effectiveness of the instrument. Results from implementation indicate moderate to high degrees of inter-rater reliability in using the rubric to assess prospective teachers’ models and predictions. They also indicate strong correlation between participation in the experimental course and prospective teachers’ performances on the video-based prediction assessments. Such findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that we are seeking to foster among the prospective teachers.

Keywords

Teacher knowledge Instrument development Video Preservice teacher education Pedagogical content knowledge 

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Anderson Norton
    • 1
  • Andrea McCloskey
    • 2
  • Rick A. Hudson
    • 3
  1. 1.Department of Mathematics (0123)Virginia TechBlacksburgUSA
  2. 2.Penn StateUniversity ParkUSA
  3. 3.University of Southern IndianaEvansvilleUSA

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