Abstract
Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called themixture Rasch modelthat allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
