Predicting Student Achievement Using Measures of Teachers' Knowledge for Teaching Geometry

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  • 1 University of Kentucky
  • | 2 National Science Foundation
  • | 3 University of Louisville

This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive validity for the GAST assessment was explored by observing and testing 157 teachers as well as administering pre– and post–tests to 3,698 students. The reliability coefficient for both GAST assessment forms was acceptable (r = .79). GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.

Contributor Notes

Margaret Mohr-Schroeder, University of Kentucky, Department of STEM Education, 105 Taylor Education Building, Lexington, KY 40506-0001;

Robert N. Ronau, Emeritus, University of Louisville; National Science Foundation, Arlington, VA 22230;

Susan Peters, University of Louisville, Department of Middle and Secondary Education, Louisville, KY 40292;

Carl W. Lee, University of Kentucky, Department of Mathematics, 715 Patterson Office Tower, Lexington, KY 40506-0027;

William S. Bush, Emeritus, University of Louisville, Shelbyville, KY;

(Corresponding author is Mohr-Schroeder
(Corresponding author is Ronau
(Corresponding author is Peters
(Corresponding author is Lee
(Corresponding author is Bush
Journal for Research in Mathematics Education
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