A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention*

We show how we used a national distribution of responses from 416 practicing teachers to items of a test of mathematical knowledge for teaching geometry to estimate changes in knowledge by a group of 11 practicing teachers who participated in a 2-year practice-based professional development programme. To draw a reliable interpretation of the change, we use multiple measurement models under different assumptions on the scale of MKT-G. We demonstrate how Diagnostic Classification Modelling was used to determine whether participants had grown. The participants' gain (status change in achievement profile) was also examined in relationship with the amount of time participants spent during the PD, which was estimated using log data recorded by the online platform. We discuss the findings from these explorations, in the context of the broader problem of improving conceptualizations of MKT.