ABSTRACT In this paper, we focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding. We add to the literature by providing illustrations of the interactions among these critical considerations in determining what inferences can be drawn from an assessment. We illustrate how the considerations shape assessments by discussing both existing and ongoing research projects. We feature discussion of two projects on which the authors of this paper are collaborating to demonstrate the affordances of attending to all three considerations in designing assessments of mathematics teachers’ knowledge to provide readers with opportunities to see those considerations in use.

中文翻译：

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重新审视数学教师知识评估设计的目的和概念化

摘要在本文中，我们通过强调确定评估目的的重要性，定义要测量的特定结构，并考虑特定心理测量模型对评估发展的可供性，重点关注数学教师知识评估的设计。以及他们如何能够交流学习或理解。我们通过提供这些关键考虑因素之间相互作用的插图来增加文献，以确定可以从评估中得出哪些推论。我们通过讨论现有和正在进行的研究项目来说明这些考虑如何影响评估。