Structural Validity of the Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Assessment

This study examines the structural validity of the 2019 Teacher MKT assessment using empirical data from a sample of 645 elementary educators in Florida (USA). The examination of structural validity was supported through a series of complementary analyses, including evaluation of the dimensionality of the underlying latent trait, item performance, reliability, and the standard error of measurement. Evidence from dimensionality analysis pointed to a borderline unidimensional structure, implying that one factor or dimension may be sufficient for measuring the underlying construct. Based on the empirical results, the 2019 Teacher MKT appears to have adequate reliability and provides useful information about a relatively wide range of teacher abilities.