In order to understand the impact of a teaching intervention (e.g., a course or a professional development program) on what students gained from that experience, students are often administered a test before and after that intervention, and researchers study the gains computed by subtracting the pre-test scores from the post-test. Similarly, researchers use the difference […]

Over the past year, the Teaching GeT working group proposed that one way to contribute to reducing the variability in outcomes in the preparation of secondary geometry teachers would be to formulate and steward a set of ten student learning objectives (SLOs) that could be utilized by instructors of GeT courses. We recognize that the […]

The assessment items we developed last spring can be a resource in our collective work stewarding the Student Learning Objectives (SLOs). One way to operationalize that possibility could be to revise the items with the goal of incorporating them into a test, like the MKT-G. In such a scenario, we could envision that at some […]

In this article, I share what the GRIP Lab has learned by collecting responses from Geometry for Teachers (GeT) students who have taken our mathematical knowledge for teaching geometry (MKT-G) assessment before and after taking the GeT course. MKT-G instrument Herbst and Kosko (2014) developed an instrument to measure MKT-G that follows the definitions of […]