Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics. This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument. The findings indicate that only a small number of items on both instruments are designed to capture teachers’ pedagogical content knowledge and that the majority of these items are focused on curricular topics in the later grades rather than in the early grades. Furthermore, some forms designed for use as pre- and post-assessment of professional development or teacher education are not parallel in terms of curricular topics, so estimates of teachers’ knowledge growth based on these forms may not mean what users assume. The implications of these findings for teacher educators and researchers who use teacher knowledge instruments are discussed.

用于测量教师教学数学知识的仪器已广泛用于评估专业发展的影响并调查教师知识在教学和学生学习中的作用。这些工具评估内容知识和教学内容知识的混合。但是，很少关注这种工具和课程标准之间的内容对齐，特别是关于内容知识和教学内容知识项如何在数学主题之间分配的问题。本文提供了与广泛采用的通用核心州标准相对应的美国两种广泛使用的教师评估工具的内容图。该通用参考可以比较两个仪器之间以及每个仪器内并行形式之间的内容对齐方式。调查结果表明，这两种工具中只有少数几个项目旨在捕获教师的教学内容知识，并且这些项目中的大多数都集中在高年级而不是早年级的课程主题上。此外，某些旨在用作专业发展或教师教育评估的前后形式在课程主题方面不是平行的，因此基于这些形式对教师知识增长的估计可能并不意味着用户的假设。讨论了这些发现对使用教师知识工具的教师教育者和研究人员的意义。调查结果表明，这两种工具中只有少数几个项目旨在捕获教师的教学内容知识，并且这些项目中的大多数都集中在高年级而不是早年级的课程主题上。此外，某些旨在用作专业发展或教师教育评估的前后形式在课程主题方面不是平行的，因此基于这些形式对教师知识增长的估计可能并不意味着用户的假设。讨论了这些发现对使用教师知识工具的教师教育者和研究人员的意义。调查结果表明，这两种工具中只有少数几个项目旨在捕获教师的教学内容知识，并且这些项目中的大多数都集中在高年级而不是早年级的课程主题上。此外，某些旨在用作专业发展或教师教育评估的前后形式在课程主题方面不是平行的，因此基于这些形式对教师知识增长的估计可能并不意味着用户的假设。讨论了这些发现对使用教师知识工具的教师教育者和研究人员的意义。