Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers. (April 2019)

• Record Type: Journal Article
• Authors: Harrell-Williams, Leigh M.; Lovett, Jennifer N.; Lee, Hollylynne S.; Pierce, Rebecca L.; Lesser, Lawrence M.; Sorto, M. Alejandra
• Is Part Of: Journal of psychoeducational assessment. Volume 37:Number 2(2019)
• Page Start: 194
• Page End: 208
• Publication Date: 2019-04
• Subjects: Common Core State Standards for Mathematics -- preservice secondary mathematics teachers -- Rasch measurement -- statistics teaching self-efficacy; Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/0734282917735151
• Languages: English
• ISSNs: 0734-2829

Abstract

Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended.