ABSTRACT Assessments of teacher content knowledge are increasingly designed to provide evidence of the content knowledge needed to carry out the moment-to-moment work of teaching. Often these assessments focus on content knowledge only used in teaching with the goal of testing types of professional content knowledge. In this paper, we argue that while this general approach has produced powerful exemplars of new types of assessment tasks, it has been less successful in developing tests that provide more general evidence of the range of content knowledge associated with particular teaching practices. To illustrate a more systematic approach, we describe the use of evidence-centered design (ECD) to develop an assessment of content knowledge for teaching (CKT) in the area of secondary physics-energy.

中文翻译：

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使用循证设计开发用于教学的内容知识评估

摘要对教师内容知识的评估越来越多地被设计用于提供证据，以证明进行教学的瞬间性工作所需的内容知识。通常，这些评估只针对教学中使用的内容知识，目的是测试专业内容知识的类型。在本文中，我们认为，尽管这种通用方法已经产生了新型评估任务的强大示例，但在开发能够提供与特定教学实践相关的内容知识范围的更多通用证据的测试中，这种方法的成功率较低。为了说明一种更系统的方法，我们描述了以证据为中心的设计（ECD）的使用，以开发对中学物理能量领域的教学内容知识（CKT）的评估。