ABSTRACT
Teaching efficacy, defined as teachers’ beliefs about their ability to teach, impacts instructional activities in the classroom, including depth of coverage and use of technology. Measures of teaching self-efficacy should be task specific and focus on the teachers’ judgments of capability of teaching. The middle grades and high school Self-Efficacy to Teach Statistics (SETS) instruments advance the assessment field in mathematics and statistics education by providing a measure of statistics teaching efficacy for teachers of grades 6-12, which may be used by mathematics teacher education programs, grades 6-12 professional development providers, and mathematics and/or statistics education researchers. This chapter describes how the tenets of Rasch measurement theory and Messick’s validation framework informed development of the SETS instruments and provides a validity argument for scores from the SETS instruments. Studies that have used the SETS instruments are described, as well as the ongoing revision process to keep the instruments current. Additionally, previously collected validity evidence is reorganized around the recently updated American Educational Research Association (AERA), American Psychological Association (APA), and National Council on Measurement in Education (NCME)’s Standards for Educational and Psychological Testing (2014).
