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Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften.
... Auch, wenn Verbindungen zwischen diesen Daten in Teilen hergestellt wurden, so fand dennoch eine getrennte Analyse statt. Derartige Daten können allerdings auch Rückschlüsse auf eine zugrundeliegende Diagnosekompetenz liefern (Herppich et al. 2017). In der pädagogischen wie fachdidaktischen Literatur finden sich viele Studien, die von einer Diagnosekompetenz ausgehen und diese mehr oder weniger explizit beschreiben (Abs 2007;von Aufschnaiter et al. 2015;Dannemann et al. 2018;Heinrichs 2015;Heitzmann et al. 2019;Herppich et al. 2017;Hofman und Roth 2018;Rath 2017;Wedel et al. 2019). ...
... Derartige Daten können allerdings auch Rückschlüsse auf eine zugrundeliegende Diagnosekompetenz liefern (Herppich et al. 2017). In der pädagogischen wie fachdidaktischen Literatur finden sich viele Studien, die von einer Diagnosekompetenz ausgehen und diese mehr oder weniger explizit beschreiben (Abs 2007;von Aufschnaiter et al. 2015;Dannemann et al. 2018;Heinrichs 2015;Heitzmann et al. 2019;Herppich et al. 2017;Hofman und Roth 2018;Rath 2017;Wedel et al. 2019). Ein vielversprechendes Modell zur Beschreibung von Kompetenzen im Rahmen der Lehrkräftebildung ist das competence-ascontinuum-Modell von Blömeke et al. (2015). ...
... das fachdidaktische sowie das fachliche Wissen (Baumert und Kunter 2006). Insbesondere das Wissen um (häufige) alternative Lernendenvorstellungen wird hervorgehoben (Herppich et al. 2017). Weitere Studien lassen jedoch den Schluss zu, dass es keine einfachen Zusammenhänge zwischen dem fachlichen Wissen (Rath 2017) sowie dem fachdidaktischen Wissen (McElvany et al. 2009) gibt. ...
Zusammenfassung
In den naturwissenschaftlichen Fächern ist die Diagnose von individuellen Lernendenvorstellungen aufgrund ihrer Bedeutung für Lehr-Lernprozesse ein zentrales Element der Lehrkräfteprofessionalisierung. In vielen Modellierungen zum Professionswissen von Lehrkräften finden sich daher Elemente zum Umgang mit Lernendenvorstellungen. Zusätzlich existieren für einzelne naturwissenschaftliche Fächer erste ausführliche Beschreibungen der inhaltlichen und methodischen Güte von diagnostischen Fähigkeiten. Gleichzeitig zeigen einige Studien, dass angehende Lehrkräfte verschiedenste Schwierigkeiten mit einer Durchführung einer formellen Diagnose von Lernendenvorstellungen haben. Wenige Erkenntnisse existieren bislang in Bezug auf die Entwicklung derartiger diagnostischer Fähigkeiten. Erste Studien deuten außerdem darauf hin, dass sich (angehende) Lehrkräfte häufiger einer eher hindernisorientierten Perspektive hinsichtlich Lernendenvorstellungen zuordnen lassen. Über das Ausmaß des Einflusses einer solchen Perspektive auf die Diagnose von Lernendenvorstellungen ist bislang ebenfalls wenig bekannt.
Ausgehend von diesen beiden Desideraten hat dieser Beitrag daher zwei primäre Ziele: Erstens sollen Entwicklungsprozesse angehender Chemielehrkräfte hinsichtlich der Diagnose von Lernendenvorstellungen erforscht werden. Zweitens steht die Ermittlung des Einflusses individueller Vorstellungen über Lernendenvorstellungen u. a. auf die Diagnose im Fokus. Hierfür wurden sieben Bachelorstudierende (gymnasiales Lehramt Chemie) in drei Gruppen über den Zeitraum eines Semesters bei der Bearbeitung von drei unterschiedlichen Fallbeispielen videografiert. Zusätzlich wurden die erstellten schriftlichen Diagnosen eingesammelt. Die qualitativ inhaltsanalytische Auswertung der Daten zeigt, dass die Studierenden sich lediglich partiell in ihren diagnostischen Fähigkeiten entwickeln. Als eine mögliche Erklärung hierfür werden die Vorstellungen der angehenden Lehrkräfte über Lernendenvorstellungen diskutiert. Ausblickend werden Implikationen für die universitäre Lehrkräftebildung abgeleitet.
... The results measuring the diagnostic competences showed that the participants predominantly evaluated the evidence (i.e., virtual students' written work), while scarcely generating hypotheses or drawing conclusions during the diagnostic process. This seems unfortunate because according to current models of diagnostic processes, problem solving and scientific reasoning would be useful in order to provide accurate judgments (see Heinrichs and Kaiser 2018;Herppich et al. 2017b;Philipp 2018). Our result may provide a first hint that prospective teachers may particularly benefit from supporting these diagnostic activities, although further research is certainly needed. ...
... Results suggest that evaluating evidence was the most frequent diagnostic activity in our sample. This finding corresponds to the importance of collecting information highlighted in various studies (Fischer et al. 2014;Herppich et al. 2017b;Heinrichs and Kaiser 2018;Philipp 2018;Schoenfeld 1985;Rubinstein 1995;Polya 1973;Krell et al. 2018). Because the proportion of evidence evaluation was not related to diagnosis accuracy, we assume that the quality of the evidence evaluations may be more important than their frequency. ...
... Generating hypotheses rarely occurred in the participants' notes, and drawing conclusions occurred even less, although both activities are important in diagnostic processes (Heinrichs and Kaiser 2018;Herppich et al. 2017b;Philipp 2018) and in problem solving processes or argumentation (Krell et al. 2018;Polya 1973;Rubinstein 1995;Schoenfeld 1985). It would be interesting to test whether instructing prospective teachers more explicitly to making use of generating hypotheses and drawing conclusions would lead to increased use of these diagnostic activities, or whether more content-specific support is required. ...
Diagnostic competences are an essential facet of teacher competence. Many studies have investigated the quality of teachers’ judgments of students’ competences. However, little is known about the processes that lead to these judgments and about the ways to promote these processes in the early phase of teacher training. The aim of the research project on which we report in this paper was to develop a simulated computer-based environment that allows assessing and promoting the diagnostic processes of prospective teachers. In the simulated environment, ‘virtual third-graders’ solve mathematical problems. Participants are asked to diagnose the students’ competence levels according to a theoretical model, which has been empirically validated. Participants can repeatedly select mathematical problems of varying difficulty levels, assign them to a virtual student, and then receive the student’s written solution. In this paper, we present the conceptualization of the simulated environment. We also report on the results of a pilot study with 91 prospective primary school mathematics teachers to analyze whether the environment allows an assessment of individual differences in diagnostic processes. The majority of participants rated the environment as authentic and as one in which they could become immersed. Overall, participants were fairly accurate in their diagnoses concerning the student’s competence level. However, log data and participants’ written notes indicated that there was large variability in their diagnostic processes. Participants varied greatly in the number of mathematical problems they assigned to a student during their diagnostic process, and in how strongly the difficulty of these problems deviated from the student’s true competence level. Overall, the data suggest that the simulated environment has the potential to assess diagnostic processes in a valid way. We discuss open questions and issues for further development.
... Bei diesem Text handelt es sich um eine Manuskriptversion des Kapitels Herppich, S., Praetorius, A.-K., Hetmanek, A., Glogger, I., Ufer, S., Leutner, D., … Südkamp, A. (2017). Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften. ...
... Außerdem stellen diagnostische Aktivitäten nur einen kleinen Teil der Aufgaben dar, die das pädagogische Handeln von Lehrkräften ausmachen (Feldon, 2007;KMK, 2014). Insofern steht pädagogisches Diagnostizieren nicht so explizit im Fokus des beruflichen Handelns von Lehrkräften wie beispielsweise die medizinische Diagnostik bei Ärztinnen und Ärzten (Schmidt & Rikers, 2007;siehe van Ophuysen, 2010, für weitere Unterscheidungen zwischen pädagogischer und medizinischer 5 Arbeitsmodell diagnostischer Kompetenz Bei diesem Text handelt es sich um eine Manuskriptversion des Kapitels Herppich, S., Praetorius, A.-K., Hetmanek, A., Glogger, I., Ufer, S., Leutner, D., … Südkamp, A. (2017). Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften. ...
... Bei diesem Text handelt es sich um eine Manuskriptversion des Kapitels Herppich, S., Praetorius, A.-K., Hetmanek, A., Glogger, I., Ufer, S., Leutner, D., … Südkamp, A. (2017) Der zuvor beschriebene (formell-)diagnostische Prozess findet sich auch in unserem Prozessmodell pädagogischer Diagnostik durch Lehrkräfte wider (Abbildung 2). Da die Diagnostik für Lehrkräfte eine Aufgabe von vielen ist und immer von der jeweils anstehenden pädagogischen Entscheidung abhängt, wird allerdings davon ausgegangen, dass Lehrkräfte im Unterrichtsalltag selten einen so umfangreichen diagnostischen Prozess vollständig durchlaufen (können). ...
... sind, um daraus pädagogische Anschlusshandlungen abzu leiten. Diagnostische Kompetenz umfasst also eine kogni tive Leistungsdisposition, die es Lehrkräften ermöglicht dia gnostischpädagogische Anforderungen im unterrichtlichen Alltag zu meistern (Herppich et al., 2017). ...
... Im unterrichtlichen Alltag einer Lehrkraft gibt es zahlrei che Anlässe für pädagogische Diagnostik. Diese Anlässe werden im Rahmen des Arbeitsmodells diagnostischer Kompetenz (Herppich et al., 2017) ...
... Ferner wird inzwischen gefordert, den Schwerpunkt bei der Messung diagnostischer Kompetenz nicht nur auf das Produkt, die Akkuratheit, sondern auch auf den Prozess der Urteilsbildung zu legen (Behrmann / GloggerFrey, 2017 (Herppich et al., 2017). ...
Zusammenfassung. Diagnosen gehören ebenso in den unterrichtlichen Alltag einer Lehrkraft wie zum beruflichen Alltag eines Arztes oder einer Pflegefachkraft. Dabei sind unterrichtliche Diagnosen aber von Diagnosen im medizinischen Bereich zu unterscheiden. Ziel dieses Beitrags ist es, das Konstrukt der diagnostischen Kompetenz für Lehrende im Gesundheitswesen verständlich zu machen. Aktuelle Forschungsbefunde verdeutlichen zudem die Relevanz diagnostischer Kompetenz für den Lernerfolg der Schüler / innen.
... The goal of diagnostic activities is to gain valid knowledge about individual students or the whole class in order to plan further individual support or whole class teaching, to inform students and parents or to decide on resources. The teachers' knowledge, skills, motivations and beliefs relevant to these diagnostic activities can be summarized as diagnostic competences ( Weinert, 2000;Schrader, 2011;Aufschnaiter et al., 2015;Herppich et al., 2017). Under the umbrella term 'diagnostic competence' research has been focusing on many different aspects, such as for example the accuracy of diagnostic judgments (veridicality, cf. ...
... Although teachers' judgments on various elements of the learning process (students' learning conditions, processes and outcome, learning opportunities such as tasks etc.) are considered as a relevant component of teacher activity ( Shavelson, 1978;Klauer, 1978;Ingenkamp & Lissmann, 2008), no overarching theory has emerged that can be used to describe, let alone explain these judgments. Recently there have been suggestions for "working models", e.g. by Aufschnaiter et al. (2015) and Herppich et al. (2017), which are still to be investigated with respect to their explanative power. ...
... It is plausible that such broad conceptualizations of diagnostic competence involve the assumption of a multidimensional construct bundle ( Lintorf et al., 2011;Praetorius et al., 2012;Schrader, 2013;Spinath, 2005;Brunner, Anders, Hachfeld & Krauss, 2011). This perspective on diagnostic competence as an area of teacher expertise ( Bromme, 1987) naturally leads to an approach that uses approaches of 'competence modeling' as proposed in the recent years ( Klieme & Leutner, 2006;Blömeke, Gustafsson & Shavelson, 2015;Herppich et al., 2017). Here, competences are defined as context-specific (cognitive) dispositions, which are functional for situations and tasks in certain domains, i.e. they allow effective problem solving in these situations and domains. ...
Although diagnostic competence of teachers is regarded as a key component of successful teaching, there are many open questions regarding the structure, the development and the impact of diagnostic competence. This chapter presents an overview of different approaches to pinpoint diagnostic competence theoretically and to investigate it empirically: measuring judgment accuracy, assessing competences in diagnostic situations or analyzing judgment processes. These approaches are discussed with respect to their advantages, restrictions as well as some of their main findings and they are allocated within an overarching model of diagnostic competence as a continuum, comprising diagnostic dispositions, diagnostic thinking and diagnostic performance.
... "Werden einzelne oder mehrere [...] Teilschritte nicht adäquat vollzogen, ist von mehr oder weniger starken Verzerrungen im Urteil auszugehen" (Behrmann und Glogger-Frey 2017, S. 137). Welche kognitiven Prozesse dabei genau durchlaufen werden, hängt in hohem Maß von der diagnostischen Situation ab, in der sich eine Lehrkraft befindet, und lässt keine allgemeingültige Konzeptualisierung zu (Herppich et al. 2017;Hetmanek und van Gog 2017;Karst et al. 2017;Loibl et al. 2020). So wird eine Lehrkraft Abb. 1 Diagnostische Kompetenz als Kontinuum (Leuders et al. 2018) den diagnostischen Prozess bei einer Übergangsempfehlung, aufgrund der verbindlichen und weitreichenden Konsequenzen ihrer Empfehlung, sehr strukturiert durchlaufen und dabei auf viele Informationen zurückgreifen, um dann letztendlich eine Übergangsempfehlung auszusprechen. ...
... Um diese Forschungsfrage zu beantworten und damit die Wirksamkeit der Lernumgebung zu überprüfen, müssen die diagnostischen Fähigkeiten der Studierenden erfasst werden. In Anlehnung an Herppich et al. (2017) treffen wir die Annahme, dass die diagnostische Performanz in repräsentativen Situationen Rückschlüsse auf die Ausprägung diagnostischer Fähigkeiten erlaubt. Um eine mögliche Entwicklung der diagnostischen Fähigkeiten in dem beschriebenen Inhaltsbereich abbilden zu können, wurden zwei Testvignetten entwickelt, die im Vor-und Nachtest eingesetzt wurden. ...
Ziel des vorliegenden Forschungsprojekts ist es, zu untersuchen, ob diagnostische Fähigkeiten von Mathematiklehramtsstudierenden mit der videobasierten Lernumgebung ViviAn (https://vivian.uni-landau.de) gefördert werden können. Für die Entwicklung von ViviAn wurden kurze Videovignetten aus videografierten Gruppenarbeiten im Mathematik-Labor "Mathe ist mehr" zugeschnitten und mit entsprechenden Kontextinformationen in der dazu entwickelten Lernumgebung ViviAn implementiert. Die Videovignetten zeigen Schülerinnen und Schüler der Klassenstufen 5, 6 und 11 bei der Bearbeitung von Aufgaben zur Bestimmung von Längen, Flächen- und Rauminhalten geometrischer Figuren. Entsprechend umfasst der Diagnosegegenstand die Fähigkeiten, die die Schülerinnen und Schüler bei der Bearbeitung der Aufgaben zeigen und die Schwierigkeiten, die sie beim Lösen dieser Aufgaben haben. Ausgehend vom Diagnosegegenstand und dem Ziel der Förderung der Schülerinnen und Schüler leiten inhaltlich abgestimmte Diagnoseaufträge die Studierenden durch die Videoanalysen. Die diagnostischen Fähigkeiten wurden hierbei durch die Teilkomponenten Beschreiben, Deuten, Ursachen finden und Konsequenzen ableiten operationalisiert. Um den Studierenden die Möglichkeit zu geben, mit Hilfe der Lernumgebung ihre diagnostischen Fähigkeiten zu entwickeln, können sie ihre Antworten mit Musterlösungen zu den Diagnoseaufträgen vergleichen. Zur Prüfung der Wirksamkeit der videobasierten Lernumgebung wurde eine quasiexperimentelle Studie mit einer Kontrollgruppe durchgeführt. Die Ergebnisse zeigen, dass die Arbeit mit der videobasierten Lernumgebung zu einer signifikanten Lernentwicklung der Mathematiklehramtsstudierenden hinsichtlich ihrer diagnostischen Fähigkeiten in diesem mathematikdidaktischen Bereich beiträgt. Bei der Kontrollgruppe hingegen konnte kein Lerneffekt verzeichnet werden. Wir schließen daraus, dass die Arbeit mit ViviAn Studierende dabei unterstützen kann, diagnostische Fähigkeiten zu entwickeln.
... However, with regard to other assessment arrangements, other categories, such as the diagnostic activity generating hypotheses, may be relevant instead (e.g. Herppich et al., 2017;Wildgans-Lang et al., 2020). Fig. 2 illustrates a synopsis of the relevant aspects of professional vision and diagnostic activities from our study. ...
... However, we do not assume all situation-specific skills to be mandatory for successful teaching. Depending on the purpose or objective of the diagnosis of a teacher, one of the skills can be decisive for the intended result of the diagnosis and the ensuing teaching performance of the teacher (Herppich et al., 2017). Depending on the expertise of the diagnosing teacher, skills such as describing aspects of observed classroom challenges might not be used frequently, whereas other diagnostic activities-such as explaining and evaluating these challenges, as well as predicting further consequences-are used more frequent (cf. ...
Different constructs describe and analyze teachers’ diagnostic processes, in which situation-specific diagnostic skills are utilized to solve challenging situations of teaching and learning in class. This study compares two constructs—professional vision and diagnostic activities—with regard to their suitability for coding and analyzing data collected from interviews using think-aloud protocols with five in-service teachers, who worked in the video-based assessment tool DiKoBi Assess. For data collection, teachers watched a videotaped classroom situation on the biology-specific challenges level of students’ cognitive activities and creation of situational interest that both count as important subject-specific dimensions of instructional quality. Interviews using think-aloud protocols were transcribed and coded with distinct category systems for each construct. Analysis of coded data showed that both constructs covered several aspects of the diagnostic process. A crosstabulation of the coded data revealed that the combination of both constructs was best suited to describe and analyze the diagnostic process.
... Neben der Reflexion der erhobenen diagnostischen Daten werden die einzelnen Handlungsschritte der Studierenden gemeinsam analysiert, auf Grundlage des von Herppich et al. (2017) vorgestellten Prozessmodells pädagogischer Diagnostik durch Lehrkräfte (Abbildung 2). Die Zuordnung des eigenen Vorgehens zu den im Prozessmodell angenommenen Handlungsschritten unterstützt eine differenzierte Betrachtung und hilft den Studierenden bei der Umsetzung eines vollständigen, wissenschaftlich fundierten diagnostischen Prozesses. ...
... Abbildung 1 Reflexionsmodell (nachKleinknecht und Gröschner, 2016) Abbildung 2 Prozessmodell pädagogischer Diagnostik durch Lehrkräfte(Herppich et al. 2017) Der Einsatz solcher Testverfahren ist nur mit Einverständnis der Erziehungsberechtigten möglich und kann daher nicht in jedem Fall umgesetzt werden. Einfluss hat dabei auch die Schulleitung bzw. ...
Der Beitrag stellt das im Rahmen der Qualitätsoffensive Lehrerbildung entwickelte Seminarkonzept zur Vermittlung diagnostischer Lehrkräftekompetenzen mit Fokus auf internalisierende Verhaltensauffälligkeiten von Schüler_innen vor, das bereits in Form des Psychodiagnostischen Praktikums im Studium des Grundschullehramts mit dem Schwerpunkt Inklusionspädagogik an der Universität Potsdam umgesetzt wird. Dabei wird das Konzept zunächst hinsichtlich der Relevanz für die Ausbildung diagnostischer Kompetenzen angehender Lehrkräfte betrachtet, bevor auf den Aufbau und Ablauf der Lehrveranstaltung eingegangen wird. Die Lehrveranstaltung umfasst neben der Vermittlung und Vertiefung von Wissen zur pädagogischen Diagnostik die Umsetzung praktischer Aufgaben im Kontext Schule und deren anschließende Analyse und Reflexion, orientiert an wissenschaftlichen Reflexionsmodellen. Abschließend werden bisherige Erfahrungen hinsichtlich der Umsetzung des Seminarkonzepts im Rahmen des Psychodiagnostischen Praktikums berichtet und daraus Gelingensbedingungen für die Lehrveranstaltung formuliert.
... Neben der Reflexion der erhobenen diagnostischen Daten werden die einzelnen Handlungsschritte der Studierenden gemeinsam analysiert, auf Grundlage des von Herppich et al. (2017) ...
... Eine solche Betrachtung diagnostischer Vorgehensweisen und Inhalte ist insofern sinnvoll für die Anwendung im Schulalltag, da etwa beim Einsatz informeller und semiformeller Verfahren vorläufige Diagnosen und fortlaufende Überprüfungen von Hypothesen und Förderansätzen beachtet werden müssen. Abbildung 1 Reflexionsmodell (nachKleinknecht und Gröschner, 2016) Abbildung 2 Prozessmodell pädagogischer Diagnostik durch Lehrkräfte(Herppich et al. 2017) Insgesamt können die ersten Erfahrungen der praktischen Umsetzung des vorgestellten Seminarkonzepts als gelungen betrachtet werden. Durch die Einbettung des Psychodiagnostischen Praktikums in das Praxissemester der Lehramtsstudierenden an der Universität Potsdam war sichergestellt, dass die Studierenden Gelegenheit hatten, im Schulalltag mit Schüler_innen zu arbeiten sowie semiformelle wie auch einige formelle diagnostische Methoden zu erproben. ...
In Brandenburg kommt der Universität Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zukünftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs – das Lehramtsstudium – absolvieren können. Vor diesem Hintergrund wurde bereits kurz nach der Gründung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung“ entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis über das gesamte Studium hinweg an und bindet hierfür die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute Stärkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gründung des Zentrums für Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakultätsübergreifende Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) das im Rahmen der Qualitätsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung erfolgreich gefördert wurde (2015–2018) und dessen Verlängerung (2019–2023) bewilligt ist. Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente“, „Seminarkonzepte“ und „Vernetzungen“ einen Überblick über einige der praxisnahen Forschungszugänge, hochschuldidaktischen Ansätze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beiträge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universitäten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkräften möglichst konkrete Einblicke zu gewähren. Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionspädagogik mit dem Förderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise.
... Allgemein ausgedrückt verfolgt die pädagogische Diagnostik das Ziel, Informationen zu gewinnen, um pädagogische Entscheidungen treffen zu können (Herppich et al., 2017). Dabei geht es nach Ingenkamp und Lissmann (2005) einerseits um die Optimierung der individuellen Lernprozesse, andererseits aber auch um die Feststellung von Lernergeb-nissen mit Blick auf den Übergang in verschiedene Schultypen oder Bildungswege. ...
... 2008;Klieme und Warwas 2011; Ruiz-Primo und Furtak 2006). Pädagogische Diagnostik kann u. a. als Prozess des Einschätzens lernrelevanter Schülermerkmale verstanden werden(Herppich et al. 2017a). Gelegenheiten zur Einschätzung von Schülervorstellungen bieten insbesondere verbale Äußerungen der Schülerinnen und Schüler, beispielsweise wenn Lehrpersonen bei Gruppenarbeiten Erklärungen der Lernenden mithören) oder wenn Lernende zum Unterrichtsgespräch beitragen (Ruiz-Primo und. ...
Im Fokus der kumulativen Dissertationsschrift steht das unterrichtsbegleitende Diagnostizieren von Schüler*innenvorstellungen als wesentliche Komponente individueller Förderung von Schüler*innen im Fachunterricht. Genauer wird der Frage nachgegangen, wie (angehende) Lehrkräfte bei der Aneignung von Fertigkeiten zur Diagnose unterstützt werden können. Exemplarisch wurden als Diagnosegegenstand verschiedene Arten ökologischer Schüler*innenvorstellungen ausgewählt, die sowohl allgemein im Sachunterricht bzw. Biologieunterricht als auch im Kontext einer Bildung für nachhaltige Entwicklung (BNE) von wesentlicher Bedeutung sind.
... Die Vielfalt stellt veränderte Ansprüche an Lehrkräfte, die in heterogenen Lerngruppen vermehrt binnendifferenziert unterrichten müss(t)en. Zum Aufgabenfeld gehört u.a., leistungsbezogene und andere Charakteristika von Schüler*innen zu diagnostizieren und den Unterricht darauf abzustimmen (z.B. Herppich, Praetorius, Hetmanek & Glogger-Frey, 2017;Tomlinson, 2014). Dem geht der Grundgedanke der inneren-oder Binnendifferenzierung (BD) voraus, der besagt, dass "Lernen dann am effektivsten ist, wenn jeder und jede auf dem für ihn oder sie passenden Niveau arbeiten kann" (Vock & Gronostaj, 2017, S. 48). ...
Von Seiten der Lehrkräfte wird – in Zeiten von Schulstrukturwandel, Migration und inklusiver Bildung – zunehmend die Forderung nach praxistauglichen Handlungsempfehlungen zum Umgang mit Heterogenität im Klassenzimmer
artikuliert. Hierzu bieten sich verschiedene binnendifferenzierende Ausgestaltungsvarianten des Unterrichts an.
Trotz des in Politik, Schulpädagogik und Schulpraxis bestehenden Konsenses darüber, dass Binnendifferenzierung sinnvoll und wünschenswert ist, ist deren Implementation in die tägliche Unterrichtspraxis über alle Schulformen
der Sekundarstufe hinweg suboptimal (z.B. Schleicher, 2016). Des Weiteren weisen bereits existierende Konzepte und Systematisierungen binnendifferenzierender Maßnahmen Desiderata im Hinblick auf konkrete praktische Implikationen für die tägliche Unterrichtspraxis auf. In diesem Beitrag wird auf Basis der aktuell vorliegenden Literatur zum Themenkomplex eine Taxonomie der Binnendifferenzierung vorgestellt, die verschiedene Maßnahmen beschreibt und gruppiert. Die sechs Kategorien der Taxonomie umfassen: I. abgestufte Aufgaben und
Materialien, II. gezielte Zusammensetzung von Schüler*innengruppen, III. Helfer- und Tutorensysteme innerhalb
der Lerngruppe, IV. (gestufte) materielle Lernhilfen, V. zielerreichendes Lernen und VI. Öffnung des Unterrichts /
Autonomiegewährung. Die vordringliche Intention dieser Taxonomie besteht darin, Lehrkräften eine kompakte
Übersicht zu möglichen Handlungsweisen und unterrichtlichen Arrangements an die Hand zu geben. Auch wird die hier vorgestellte Taxonomie in Relation zu bereits bestehenden Systematisierungen gesetzt und Implikationen für die Forschung werden umrissen.
... In this article we focus on diagnosis, which aims to serve as a basis for adaptive teaching (Fischer et al., 2014) and helps to optimize students' learning processes and, thus, is a precondition for high quality instruction (Praetorius et al. 2012). All in all, we see diagnostic competence as a bundle of teachers' knowledge, skills, motivation and beliefs which influence the quality of the diagnostic judgment -hereafter called diagnosis and/or the diagnostic processes (see e.g., Herppich et al., 2017;von Aufschnaiter et al., 2015;Weinert, 2001). In our project, diagnostic competence is seen as a continuum of dispositions, processes and performance (Blömeke et al., 2015) and is mainly related to teaching practice (Leuders et al., 2018). ...
... Mit dem Ziel einer adaptiven Unterrichtsgestaltung werden Schülervorstellungen zu einem zentralen Gegenstand unterrichtsbegleitender pädagogischer Diagnostik (Beck et al. 2008;Klieme und Warwas 2011;Ruiz-Primo und Furtak 2006). Pädagogische Diagnostik kann u. a. als Prozess des Einschätzens lernrelevanter Schülermerkmale verstanden werden (Herppich et al. 2017a). Gelegenheiten zur Einschätzung von Schülervorstellungen bieten insbesondere verbale Äußerungen der Schülerinnen und Schüler (Rath 2017), beispielsweise wenn Lehrpersonen bei Gruppenarbeiten Erklärungen der Lernenden mithören (Shavelson et al. 2008) oder wenn Lernende zum Unterrichtsgespräch beitragen (Ruiz-Primo und Furtak 2007). ...
Zusammenfassung
Fachlich wenig anschlussfähige Schülervorstellungen können den Aufbau fachlich gültiger ökologischer Konzepte im Biologieunterricht beeinträchtigen, wenn Lehrkräfte diese im Unterrichtsverlauf nicht diagnostizieren und angemessen darauf reagieren. Unterrichtsbegleitende Diagnosen von Äußerungen der Schülerinnen und Schüler müssen häufig spontan („on-the-fly“) erfolgen. Es wäre wünschenswert, bereits angehende Lehrkräfte auf diese herausfordernde Aufgabe vorbereiten zu können. In einem experimentellen Prä-Posttest-Design ( N = 36) wurden in dieser Studie Einflüsse auf den Erwerb von Fertigkeiten zur Diagnose von Schülervorstellungen untersucht. Hierfür wurden verschiedene Merkmale fallbasierter Lernsettings systematisch variiert (Video vs. Text/unterschiedliche Arten von Schülervorstellungen). Ein Training an Fallmedien erwies sich für bestimmte Diagnoseinhalte als effektiv im Vergleich zu einer Vermittlung diagnostischen Wissens ohne fallbasiertes Training. Unerheblich schien zu sein, ob als Fallmedium Video- oder Textvignetten verwendet wurden. Darüber hinaus zeigte sich, dass die Fertigkeiten zur Diagnose im Wesentlichen inhaltsspezifisch erworben werden. Die Ergebnisse werden hinsichtlich der Entwicklung von Fördermaßnahmen in der Lehrerbildung diskutiert.
... In der Literatur wurde diese Interaktion bereits aus unterschiedlichen Perspektiven beschrieben und anhand verschiedenster Modelle veranschaulicht (z. B. Herppich et al., 2017;van Ophuysen & Lintorf, 2013). All diese Modelle verdeutlichen, dass die Interaktion von verschiedenen Faktoren beeinflusst wird. ...
Im Rahmen des formativen Assessments werden das Diagnostizieren von Lernständen und das Rückmelden dieser Lernstände an die Schülerinnen und Schüler als bedeutsam erachtet, um Lernprozesse zu unterstützen. Zentral dafür sind die Fähigkeiten von Lehrpersonen, relevante Situationen der Diagnostik und der Rückmeldung im komplexen Unterrichtsverlauf u. a. zu erkennen und zu beschreiben. Bislang ist jedoch nur wenig darüber bekannt, wie diese Fähigkeiten bei (angehenden) Lehrpersonen ausgeprägt sind.
Ziel der vorliegenden Studie war daher die Entwicklung eines Instruments, mit dem das Erkennen und das Beschreiben von Diagnostik und Rückmeldung im naturwissenschaftlichen Grundschulunterricht erfasst werden können. Grundlage des Instruments waren Situationen des naturwissenschaftlichen Grundschulunterrichts, die in Form von Texten und kurzen Videos präsentiert wurden. Diese Texte und Videos wurden von den Teilnehmenden anhand offener und geschlossener Items analysiert. Die Teilnehmenden waren 582 Studierende des ersten sowie sechsten Semesters.
Die Ergebnisse geben einen umfassenden Einblick in die Güte des Instruments. Sie zeigen außerdem, dass die Studierenden des sechsten Semesters erwartungskonform höhere Ausprägungen der Fähigkeiten aufweisen als die Studierenden des ersten Semesters. Dies gilt sowohl für das Erkennen als auch für das Beschreiben von Diagnostik und Rückmeldung.
... Neben den praxisrelevanten Aspekten der hier vorgestellten Studie soll auch ein wesentlicher forschungsstrategischer Impuls herausgehoben werden: Um kognitive Prozesse der Urteilsgenese aufzuklären, bedarf es einer theoretischen kognitiven Modellierung (hier: im DiaCoM-Rahmenmodell) sowie die systematische Strukturierung und Variation relevanter Faktoren (hier: Aufgabenmerkmale und darauf abgestimmtes fachdidaktisches Wissen). Eine solche Forschungsstrategie erlaubt eine empirische Fundierung einer Theorie diagnostischer Kompetenz, wie sie vielfach gefordert wird (Schrader 2013;Herppich et al. 2017). ...
When choosing an assignment for an adaptive lesson, teachers judge the demands of tasks by activating their pedagogical content knowledge (pck). Based on a model of information processing, it is assumed that in such diagnostic judgments, teachers have to identify the relevant difficulty generating features of the task and weight them with regard to their influence on task difficulty. The processing of surface and structural features takes place at different speeds and therefore, depends on the available processing time. The study aims to examine these assumptions about the cognitive processes by experimentally varying pck and time pressure. In order to test the model assumptions, students in the experimental condition learn specific pck about difficulty generating task features. The accuracy of their judgments is compared with the judgments of a control group. In both groups (N = 175), the participants judge pairs of tasks with regard to their difficultly twice—with high and with low time pressure. The results show that pck leads to significantly more accurate processing of the features. In addition, time pressure has a significant negative impact on the judgment accuracy. The described variation of the situation and the person characteristics, thus, influences differently the cognitive processes of identification and weighting of task features. These findings may have an impact on teacher education as they underline the importance of transmission of specific pck and of reflecting the effect of time pressure on the two cognitive processes in judging the task difficulty.
... This model provides a valuable addition to other models of professional and diagnostic competence (Baumert and Kunter 2006;Bruder et al. 2010) as it specifically focuses on the situational context in which the judgment formation takes place. The adaptive diagnostic competency model also fits within the theoretical framework of the working model on teacher assessment competence (Herppich et al. 2017), which defines diagnostic competence as context-specific, cognitive dispositions of achievement which enables teachers to master assessment requirements in different pedagogical situations and links knowledge structures to real-life performance in specific action situations. To this extent, the model can be used as an additional tool in the assessment and training of teachers' diagnostic competence. ...
... (Ready & Wright, 2011). Nur wenn Lehrkräfte die Lernvoraussetzungen ihrer Schülerinnen und Schüler kennen, können sie gute pädagogische Entscheidungen treffen (Herppich et al., 2017) und ihren Unterricht optimal an diese Voraussetzungen anpassen (Baker et al., 2015). Die Akkuratheit der Ein-schätzungen der Leistungen von Schülerinnen und Schülern durch Lehrkräfte wird in der Regel über den Zusammenhang zwischen den Lehrkrafteinschätzungen und den objektiv gemessenen Schülerinnen-und Schülerleistungen operationalisiert. ...
Die Fähigkeit zur akkuraten Beurteilung der schulischen Leistungen
ihrer Schülerinnen und Schüler gilt als ein Aspekt professioneller Kompetenz von
Lehrkräften. In dieser Studie wurde der Zusammenhang zwischen der Urteilsakkuratheit
und der Sicherheit bezüglich des Urteils bei Lehramtsstudierenden untersucht.
In zwei experimentellen Studien (Studie 1: N = 182, Studie 2: N = 92) beurteilten
Lehramtsstudierende die individuelle schulische Leistung von am Computer simulierten
Schülerinnen und Schülern und gaben ihre subjektive Sicherheit bezüglich
jedes Urteils an. Die Daten wurden mithilfe der Response Surface Analyse ausgewertet,
die es erlaubt, den Zusammenhang zwischen der Leistung der Schülerinnen
und Schüler, der Leistungsbeurteilung und Urteilssicherheit differenziert zu betrachten.
Die Analysen zeigten, dass die Lehramtsstudierenden sich bei der Einschätzung
objektiv leistungsschwacher und leistungsstarker Schülerinnen und Schüler sicherer
waren als bei der Einschätzung von Schülerinnen und Schülern im mittleren Leistungsbereich.
Im mittleren, nicht aber im hohen und niedrigen Leistungsbereich,
sank die Urteilssicherheit mit abnehmender Urteilsakkuratheit. Aus den Ergebnissen
kann z. B. abgeleitet werden, dass die Unsicherheiten in Zusammenhang mit schulischer
Leistungsbeurteilung im Rahmen der Aus- und Fortbildung von Lehrkräften
thematisiert werden sollten.
... Many studies stated that large differences exist between teachers in their judgment accuracy (e.g., Kaiser et al., 2017;Lorenz, 2011;Urhahne & Zhu, 2015), which needs to be reconsidered. More generally, the appropriateness of research on teachers' judgment accuracy is called into question with its current focus on separable single student characteristics instead of student profiles (see also Glock, Krolak-Schwerdt, Klapproth, & B€ ohmer, 2013), on analyses primarily on the class level, as well as on the mere accuracy of teacher judgments instead of a broader concept of judgmental competence (see also Herppich et al., 2017). ...
Teachers differ considerably in their judgment accuracy of motivational student characteristics. Thus far, only few investigations have focused on explaining these differences. In this study, we investigated to what extent groups of characteristics (i.e., student, information, teacher, and class characteristics) derived from the Realistic Accuracy Model (Funder, 1995) are relevant for explaining differences in teachers' judgment accuracy regarding students' school-related self-concept and autonomous motivation. Data from 1239 students and 341 teachers were analyzed using a Bayesian cross-classified multi-level modeling approach. Our analyses showed that variance in teacher judgments is largely due to variation at the level of judgments and less due to variation in the slope (i.e., the accuracy of teacher judgments). Teachers' judgment accuracy varied to a comparable degree across teachers and classes. Significant determinants for these differences were teachers' subject and students' grade point average.
https://www.pedocs.de/volltexte/2021/23404/pdf/Maurer_et_al_2021_Wie_viel_Wissenschaft.pdf#page=33
Zahlreiche Veränderungen in der Schule erfordern lebenslanges Lernen von Lehrpersonen. Die Rolle der Lehrenden wandelt sich von einer vormals vermittelnden und disziplinierenden zu einer begleitenden, betreuenden und Rückmeldung gebenden. Im Zentrum dabei steht der/die Lernende, das, was diese können und wie sie ihre Lernziele erreichen (Lenz, Pflanzl & Vogel, 2014, S. 9). Eine stete Fort- und Weiterbildung (FWB) ist für professionelle Lehrpersonen Bedingung, um Schülerinnen und Schüler bestmöglich zu begleiten und zu betreuen. In diesem Kontext spielt die Berufszufriedenheit von Lehrpersonen eine bedeutsame Rolle, da berufszufriedene Lehrpersonen bessere Schülerleistungen zur Folge haben können. Diese drei Variablen, Berufszufriedenheit, FWB und Dienstalter werden in dieser Arbeit auf Zusammenhänge untersucht. Es ist davon auszugehen, dass Berufszufriedenheit für Menschen große Bedeutung hat, da ganz besonders der Lehrerberuf in Österreich einer ist, in welchem Menschen lange tätig bleiben.
Ziel des Beitrags ist die literaturgestützte Systematisierung sowie empirische Erfassung von Anforderungscharakteristika lernprozessbegleitender Diagnosen im laufenden Unterricht. Basierend auf einem systematischen Literaturreview sowie auf der Verarbeitung von Fragebogendaten von insgesamt 150 Lehrpersonen werden die folgenden Dimensionen identifiziert, inhaltlich beschrieben, empirisch erfasst und im Ausblick hinsichtlich ihrer forschungs- sowie unterrichtspraktischer Verwendungsmöglichkeiten diskutiert: (1) Vielfalt an Informationen, (2) Informationsdefizite, (3) unsichere Informationsgrundlage, (4) Gefahr situativer Wahrnehmungs- und Urteilsverzerrungen, (5) Zeit- und Handlungsdruck, (6) hohe Entscheidungsverantwortung, (7) fehlende Regeln und Handlungsschemata.
Situational demands of formative assessment of student learning during class: systematic literature review and questionnaire development
The paper aims at a literature-based systematization and empirical measurement of demands that characterize formative assessment of student learning during class. Drawing on a systematic literature review and statistical analysis of survey data from 150 teachers, we identify, describe and empirically measure the following dimensions before discussing the resulting framework’s scientific as well as practical utility: (1) variety of information, (2) information deficits, (3) uncertain informational basis, (4) risk of situational cognitive biases, (5) time pressure and pressure to act, (6) high decision-making responsibility, (7) lack of action rules and heuristics.
Leistungsbeurteilungen gehören zum Schulalltag. Lehrkräfte schätzen die mündliche Mitarbeit ihrer Schüler*innen ein, sie bewerten fachspezifisches praktisches Tun oder korrigieren Klassenarbeiten. Für erziehungswissenschaftliche Forschung stellt sich daher die Frage, was im Kontext von schulischer Leistungsbeurteilung professionelles Lehrer*innenhandeln auszeichnet. Als Antwort auf diese Frage kann das im internationalen Raum zunehmend anerkannte Rahmenkonzept Assessment Literacy gelten. Ziel dieses Beitrags ist, die verschiedenen Konzepte von Assessment Literacy unterschiedlicher Autor*innen in einem kohärenten Modell zusammenzuführen. Hierzu werden zunächst verschiedene Konzepte der Assessment Literacy von Lehrkräften systematisch geordnet. Anschließend erfolgt eine Synthese dieser Konzepte in einem umfassenden Modell. Implikationen des vorgeschlagenen Assessment-Literacy-Modells für die erziehungswissenschaftliche Forschung und für die Verbesserung der Lehrer*in-nenbildung werden am Ende des Beitrags diskutiert.
Angehende Lehrkräfte werden im Studium auf die komplexen Anforderungen in ihrem künftigen Beruf vorbereitet. Die Desiderate dieser ersten Phase der Lehrerinnen- und Lehrerbildung, die in Deutschland an universitären Institutionen (vor allem Universitäten und Pädagogischen Hochschulen) durchgeführt wird, wurden in der Literatur ausführlich besprochen, sind seit vielen Jahrzehnten bekannt und über die Jahrzehnte erstaunlich stabil (Darling-Hammond, 2000; Grossman, Hammerness, & McDonald, 2005; Hascher, 2011; Klein, 1908; Kolbe & Combe, 2008, Terhart, 2002). In diesem Beitrag werden Defizite in den strukturellen Rahmenbedingungen (Punkt 1 und 2) und in der didaktischen Qualität der Lerngelegenheiten (Punkt 3 bis 5) genannt.
In an experiment, we studied beliefs about the structure of students’ mathematical knowledge that may affect teachers’ formative assessments. Using a novel approach that simulated an assessment situation, we measured the beliefs of N = 42 preservice mathematics teachers. Teachers’ responses revealed that they predominantly thought of students’ conceptual and procedural knowledge as being symmetrically related but not identical, which is in line with recent findings about students’ knowledge. Their assessments may, thus, not be biased by incorrect beliefs. Teachers, however, did not believe conceptual and procedural knowledge to be more interrelated as a result of students’ increased expertise.
This book is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, policies, and statistical modeling. With chapters written by experts in the field, the book engages with numerous forms of assessment: from classroom-level formative assessment practices to national accountability and international comparative testing practices all of which are significantly influenced by social and cultural conditions. The handbook is written for researchers, educators, and policy makers interested in how social and human complexity affect assessment at all levels of learning. 20% Discount Available-enter the code IRK69 at checkout* Hb: 978-1-138-81153-9 | $236.00 Pb: 978-1-138-81155-3 | $95.96 * Offer cannot be used in conjunction with any other offer or discount and only applies to books purchased directly via our website.
This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Humans and animals make inferences about the world under limited time and knowledge. In contrast, many models of rational inference treat the mind as a Laplacean Demon, equipped with unlimited time, knowledge, and computational might. Following Herbert Simon's notion of satisficing, this chapter proposes a family of algorithms based on a simple psychological mechanism: one-reason decision making. These fast-and-frugal algorithms violate fundamental tenets of classical rationality: It neither looks up nor integrates all information. By computer simulation, a competition was held between the satisficing "take-the-best" algorithm and various "rational" inference procedures (e.g., multiple regression). The take-the-best algorithm matched or outperformed all competitors in inferential speed and accuracy. This result is an existence proof that cognitive mechanisms capable of successful performance in the real world do not need to satisfy the classical norms of rational inference.
Teachers are the most important element of the education system. Their education and qualification can therefore play a decisive role in optimizing educational processes (Cochran-Smith and Zeichner 2005; Darling-Hammond and Bransford 2005; Kennedy et al. 2008). However, review of the literature on teacher qualification and professionalization (e.g., Cochran-Smith and Zeichner 2005; Zeichner 2005) reveals that terms such as “qualification,” “professionalism,” “expertise,” and “competence” are often imprecisely defined and that their use by different authors is inconsistent. Moreover, overarching theoretical structures that would allow relevant research questions to be translated into empirically testable hypotheses are lacking. As a result, there are few empirically sound research findings to back up the abundance of theorizing on the subject or the many recommendations for practice. It is here that COACTIV comes in: The aim of the COACTIV research program is to make a theoretical and empirical contribution to clarifying central concepts and to furthering the discussion on the professionalization of teachers.
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.
In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers’ monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students’ computational skills.
Assessment in higher education requires multifaceted instruments to capture competence structures and development. The construction of a competence model of preservice mathematics teachers’ mathematical abilities and epistemic beliefs allows for comparing different groups at different stages of their studies. We investigated 1st and 4th semester students with respect to their epistemic beliefs on the certainty of mathematical knowledge (assessed by both denotative and connotative judgments) and their mathematical abilities (defined as critical thinking with respect to mathematical problem situations). We show that students’ beliefs change during the first four semesters, and that the level of critical thinking does not depend on belief orientation but goes along with the level of sophistication of the epistemic judgments uttered by the students.
As the interest in improving children's early math skills has grown, due in part to their strong associations with later overall school achievement, questions have been raised regarding teachers' knowledge about children's math abilities. The current study uses hierarchical linear modeling to examine the associations between teachers' judgments of children's math skills using an indirect rating scale assessment and children's performance on two direct assessments of their number sense and geometry and measurement skills. Approximately 40% of the variance in the rating scale completed by the teacher is attributable to systematic differences between classrooms, not specifically to the child. Overall, the association between teacher report and students' skills is approximately r = .50, which suggests that teachers can accurately determine whether students are above or below the mean but do not appropriately rate students as high or low as a direct assessment of their skills would indicate. This finding has implications for teachers, particularly in terms of teacher preparation, and for researchers, because of the information regarding the accuracy of teacher rating scales of preschool students' math skills.
This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are appraised are poorly understood and can vary widely from assessor to assessor. At the same time, it is commonly held that academic judgements should be respected and form the basis of any quality assurance scheme. This article is about some of the conceptual foundations relevant to a particular approach to assuring academic achievement standards. The final concept discussed is that of ‘calibrated' academics who are able to make grading judgements consistent with those which similarly calibrated colleagues would make, but without constant engagement in moderation. The overall aims are to achieve comparability of standards across institutions and stability of standards over time.
Personality traits are patterns of thought, emotion, and behavior that are relatively consistent over time and across situations. Judging the traits of others and of oneself is a ubiquitous and consequential activity of daily life, which raises two important questions. First, how does accurate personality judgment happen? According to the Realistic Accuracy Model (RAM), accuracy in such judgments is achieved when relevant behavioral information is available to and detected by a judge who then utilizes that information correctly. Second, when are personality judgments accurate? The RAM identifies four principal moderators of accurate personality judgment, which are properties of the target of judgment, the trait that is judged, the information upon which the judgment is based (i.e., its quantity and quality), and the individual making the judgment. People usually manage to make personality judgments that are accurate enough for navigation of the complex social world; research on accuracy seeks to understand how and when this happens.
Mathematics and science education reforms encourage teachers to base their instruction in part on the lesson as it unfolds in the classroom, paying particular attention to the ideas that students raise. This ability to adapt instruction in the moment requires that teachers be able to notice and interpret aspects of classroom interactions that are key to reform teaching. This paper defines what it means to "notice" in the context of reform and describes a multimedia tool designed to help teachers learn to do so. The authors then report on a study in which six mathematics and science teachers seeking secondary teaching certification used the software to examine teaching. The results suggest that use of the software helped the teachers to develop new ways to analyze instruction. Specifically, the teachers began to identify particular events in their classroom interactions as noteworthy, to more frequently use specific evidence to discuss these events, and to provide their own interpretations of these events. This research adds to our understanding of teacher cognition and also has implications for those who are designing and implementing teacher education in the context of reform.
This study examines children's efforts to make sense of new mathematics instruction. The study documents major categories of errors that appear consistently as children learn decimal fractions. It then establishes the conceptual sources of these errors. Whole number errors derive from children's applying rules for interpreting multidigit integers. Fraction errors derive from children's efforts to interpret decimals as fractions. Different curriculum sequences influence the probability that these classes of errors will appear. It is suggested that errors are a natural concomitant of students' attempts to integrate new material that they are taught with already established knowledge. Since errorful rules cannot be avoided in instruction, educators are encouraged to use them as useful diagnostic tools to detect the nature of children's understanding of a mathematics topic.
The goals of education and qualification in modern industrial societies can no longer be described by a fixed set of specialized skills that are transferable from one generation to the next. Nowadays, knowledge must be applicable to different, new, and complex situations and contexts. It is against this background that the concept of competence has attracted increased research attention. Competencies are conceptualized as complex ability constructs that are context-specific, trainable, and closely related to real life. The theoretical modeling of competencies, their assessment, and the usage of assessment results in practice present new challenges for psychological and educational research. This article reviews current issues in competence modeling, outlining research questions and the current state of research, and identifying the need for more interdisciplinary research. Finally, a research program recently initiated by the German Research Foundation (DFG) to address these questions and demands is presented.
This study analyzed whether student teachers exhibit insufficient prior knowledge concerning learning strategies and whether different contexts lead to variations in activated knowledge. Furthermore, we investigated whether pieces of prior-knowledge and their structured-ness were associated with the assessment of pupils’ learning strategies. In a within-subjects experiment (ABABAB design; N = 47 student teachers), questions about learning-strategy application referred to either (A) pupil-focused or (B) teacher-focused contexts. After a short training intervention, student teachers assessed strategies in pupils’ work. Different prior knowledge was elicited depending on contexts, suggesting “knowledge-in-pieces”. Prior-knowledge pieces, even if insufficient, served as a prerequisite to learn strategy assessment.
To gain insight into how teachers’ judgment accuracy can be improved, we investigated effects of cue-type availability. While thinking aloud, 21 teachers judged their fourth grade students’ (n = 176) decimal magnitude understanding. Sensitivity (correctly judging what students did understand) did not improve from availability of both answer cues (students’ answers to prior practice problems) and student cues (knowledge of students triggered by knowing their names), and was lower when only answer cues were available, compared to only student cues. Specificity (correctly judging what students did not understand) was higher when only answer cues were available, compared to only student cues or both student and answer cues.
To support individual learning, teachers have to accurately judge student characteristics such as pre-achievement and self-concept of ability as pre-requisites for learning (Corno, 2008). This study investigated whether teacher judgment accuracy in interplay with student characteristics was predictive for verbal teacher-student interactions. A video study of NS = 348 students in NC = 18 mathematics classrooms was conducted. Multilevel analyses showed that student self-concept was predictive of verbal teacher-student interactions. In addition, adaptive teacher questions were observed for students with lower pre-achievement. Conclusions with regard to adaptive functions of teacher judgment accuracy in the process of teaching are drawn.
This study explores the affordances of a video-based professional development workshop for supporting physics teachers' content-specific judgments about evidence of student thinking. We rated both the quality of teachers' discussions and the judgments that resulted as they discussed video clips highlighting student thinking. We found that teachers' judgments were related to the quality of their discussions. Quantitative and qualitative analyses suggest that elaborated focus questions and interactions with colleagues may support teachers with relatively little physics teaching experience in using their collective wisdom to engage in a situation-specific skill necessary for responsive teaching.
Forty-seven secondary school teachers participated in a four-week training program on assessment strategies. A subgroup of 15 teachers documented their implementation of the training content and rated their reflective practice in standardized diaries. Teachers most often applied techniques of trying to avoid judgment biases, followed by systematic observation. The higher teachers' self-reported use of reflection and the greater the frequency of open reflection in the diaries, the better teachers' assessment competence was afterwards. In conclusion, some strategies seem to be easier to implement than others, and diaries have the potential to be not only evaluation tools, but also “intervention boosters”.
Research on teachers' judgment accuracy has focused on teacher judgments of single student charac-
teristics. We analyzed differences in teachers' judgment accuracy concerning students with consistent
and inconsistent cognitive and socio-emotional profiles (i.e., profiles of cognitive abilities, self-concept,
motivation, and anxiety). Based on test scores and self-reports of N = 743 students, we identified one inconsistent and two consistent profiles. Judgments of N = 43 teachers yielded only three consistent student profiles, indicating that teachers perceived student profiles to be more consistent than they
really were. Contrary to our expectations, teachers' judgments were not more accurate for consistent student profiles.
Competence in assessment has been identified as a key feature in teachers’ professional success. However, assessment competence is a complex field, comprising capacity in both summative and formative assessment. Hence, a detailed view on how student teachers perceive assessment is the focus of this study. Based on an official catalogue of assessment standards, over 900 student teachers repeatedly rated the importance of the standards and the frequency with which they behaved in accordance with the standards in practicum situations. Analyses revealed that (a) students perceived assessment competence as a contextual entity distinguishable from other domains, (b) while they assigned high importance ratings to assessment standards in general, standards concerned specifically with external evaluation were seen as relatively unimportant, and (c) they perceived a rise in their own assessment competence during their teacher education. Taken together, this suggests that in the student view assessment competence is important and develops over time.
Toutes les nouvelles recherches en sociologie théorique réclament une intégration des études micro- et macrosociologiques. Le programme élaboré par la sociologie explicative réunit ces exigences dans un modèle d’explication sociologique qui prévoit une synthèse en trois étapes: modélisation de la logique de la situation, explication de l’action sociale qui en découle, et synthèse de l’«expla-nandum» collectif qui en résulte à son tour. Quelques élargissements du modèle–en vue de l’explication de processus sociaux et de configurations sur plusieurs plans — seront exposés ici. En conclusion on présentera quelques applications et conséquences quant â l’élaboration de la théorie de la sociologie en général.
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. While many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this paper is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this paper describes our instrument development process including construct validation and reliability testing with over 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems.
The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student skills, as a substitute. However, prekindergarten teachers' ratings of students' mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers' ratings of students' mathematical skills, controlling for direct assessment of these skills. Results indicate that students' race/ethnicity and social competency, as well as teachers' self-efficacy, are significantly related to prekindergarten teachers' ratings of students' mathematical skills.
http://link.springer.com/article/10.1007/s10212-015-0259-4
The present study investigates a) the accuracy of teacher judgments on students' learning- and achievement-related traits and b) whether different aspects of teachers' judgment accuracy can be ascribed to an underlying general factor of diagnostic competence. For this purpose, measures of intelligence, competence beliefs, learning motivation, and school anxiety were assessed from 723 elementary school children, and 43 teachers were asked to rate these traits: On average, teacher judgments yielded low accuracy. No evidence was found for a general ability to judge students' traits accurately: The majority of correlations among a) different accuracy components within one trait, and b) same components across traits were non-significant. The results suggest that the term diagnostic competence should not be used to refer to an ability to judge pupils' attributes accurately.
In the course of tutoring, tutors have the opportunity to formatively assess a tutee's understanding. The information gathered by engaging in formative assessment can be used by tutors not only to adapt instruction in order to enhance learning but also to form a summative judgment in order to document a tutee's learning after tutoring. We report about an empirical study with 46 tutor-tutee dyads that examined a tutor's formative assessment in response to a tutee's knowledge deficits. The results showed that formative assessment during tutoring supported learning and improved the accuracy with which tutors summatively assessed a tutee's understanding after tutoring. At the same time, formative assessment was more pronounced in response to knowledge deficits that resulted from a tutor's deliberate elicitation of a tutee's understanding than in response to knowledge deficits that tutees spontaneously expressed on their own initiative. In addition, tutors with teaching experience not only caused tutees to express more knowledge deficits but also more often engaged in formative assessment in response to knowledge deficits than did tutors without teaching experience. This difference also explained why tutors with teaching experience were more accurate than tutors without teaching experience in summatively assessing a tutee's understanding after tutoring. Our findings suggest that the learning potential of knowledge deficits that tutees express largely depends on a tutor's formative assessment. In addition, when tutors engage in formative assessment they are able to form a more accurate picture of what a tutee has learned after tutoring.
This chapter presents an integrated understanding of various impression formation processes. The chapter introduces a model of impression formation that integrates social cognition research on stereotyping with traditional research on person perception. According to this model, people form impressions of others through a variety of processes that lie on a continuum reflecting the extent to that the perceiver utilizes a target's particular attributes. The continuum implies that the distinctions among these processes are matters of degree, rather than discrete shifts. The chapter examines the evidence for the five main premises of the model, it is helpful to discuss some related models that raise issues for additional consideration. The chapter discusses the research that supports each of the five basic premises, competing models, and hypotheses for further research. The chapter concludes that one of the model's fundamental purposes is to integrate diverse perspectives on impression formation, as indicated by the opening quotation. It is also designed to generate predictions about basic impression formation processes and to help generate interventions that can reduce the impact of stereotypes on impression formation.
Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that teachers’ stereotypical expectations might lead to biased judgments, but the cognitive processes underlying those judgments are less clear. Using an experimental design, we investigated whether inservice and preservice teachers’ judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, we were able to investigate the kinds of information teachers’ took into account about ethnic minority students when making school placement recommendations. In a sample of 64 inservice and preservice teachers, judgments were found to be less accurate for ethnic minority students than for ethnic majority students, and teachers felt less confident about the judgments they made for ethnic minority students. This lower accuracy of school placement recommendations involved recommendations of ethnic minority students to both higher and lower placements than could be justified academically. The recognition data revealed that under- and overestimation of ethnic minority students were due to a less accurate encoding of the information about ethnic minority students than about ethnic majority students and that grade information for ethnic minority students in particular was not strongly encoded. The findings are discussed in terms of their implications for tracked systems and in terms of interventions that might have the potential to reduce stereotype application.
Teachers develop stereotypical expectations about students, but this categorical knowledge can influence their judgments about students. Although teachers’ stereotypical expectations about students have been investigated in the educational domain, this research has mostly measured only the teachers’ judgments. However, the judgment is only the outcome of preceding information processing, which consists of different stages that might be influenced by social categories. Drawing on dual process theories of impression and judgment formation, we investigated teachers’ information processing and judgment processes. In Study 1, we compared the processing of neutral information and information about a racial minority student. In Study 2, we investigated how teachers derive judgments of students from families with high versus low socioeconomic backgrounds. Both studies revealed that perception and memory were affected by social categories but showed no impact of categorical information on teachers’ judgments. Thus, the results indicated stereotype activation but not application, as teachers seemed to suppress their stereotypical expectations when it comes to the judgment. The implications of the results for future research as well as for teacher training are discussed.
This paper presents a study of teachers’ professional judgement in the area of summative assessment. It adopts a situated perspective on assessment practices in classroom and school settings. The study is based on interviews with 10 sixth-grade teachers and on the assessment documents they used when determining end-of-term grades in students’ report cards. The main findings from qualitative data analysis highlight both the individual cognitive and the socially situated aspects of teachers’ judgements. The findings are discussed with respect to three levels of teacher judgement and the implications for activities of social moderation.
An effect size of about .70 (or .40–.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K‐12 were reviewed. Many of the studies had severely flawed research designs yielding uninterpretable results. Only 13 of the studies provided sufficient information to calculate relevant effect sizes. A total of 42 independent effect sizes were available. The median observed effect size was .25. Using a random effects model, a weighted mean effect size of .20 was calculated. Moderator analyses suggested that formative assessment might be more effective in English language arts (ELA) than in mathematics or science, with estimated effect sizes of .32, .17, and .09, respectively. Two types of implementation of formative assessment, one based on professional development and the other on the use of computer‐based formative systems, appeared to be more effective than other approaches, yielding mean effect size of .30 and .28, respectively. Given the wide use and potential efficacy of good formative assessment practices, the paucity of the current research base is problematic. A call for more high‐quality studies is issued.
This paper engages with debates about whether comprehensive prior specification of criteria and standards is sufficient for informed professional judgement. A preoccupation has emerged with the specificity and explication of criteria intended to regulate judgement. This has resulted in criteria compliance in the use of defined standards to validate judgements and improve reliability and consistency. Compliance has become a priority, the consequence being the prominence of explicit criteria, to the lack of acknowledgement of the operation of latent and meta-criteria within judgement practice. This paper examines judgement as a process involving three categories of assessment criteria in the context of standards-referenced systems: explicit, latent and meta-criteria. These are understood to be wholly interrelated and interdependent. A conceptualisation of judgement involving the interplay of the three criteria types is presented with an exploration of how they function to focus or alter assessments of quality in judgements of achievement in English and Mathematics.
Diagnosing learning behavior is one of teachers' most central tasks. So far, accuracy in teachers' judgments on students' achievement has been investigated. In this study, a new perspective is taken by developing and testing a three-dimensional model that describes the process of diagnosing learning behavior within a sample of N = 293 participants. The model is validated by participants' actual diagnoses in a case scenario. The postulated model provides a good fit and following its steps leads to more accurate diagnoses. Future research should aim to foster diagnostic competence based on the model.
The purpose of this research was to explore changes in teacher candidates’ confidence in assessment as a foundation for promoting valid teacher judgements on student learning. Based on a sample of 48 teacher candidates enrolled in a semester-long measurement course at one teacher education programme in Florida, this survey-based study provided evidence that teacher candidates can develop confidence in assessment whilst deepening their conceptions of assessment. The majority of teacher candidates expanded their conception of assessment from one based solely on testing to one that recognised multiple forms of assessment that serve varying purposes. Simultaneously, teacher candidates expressed greater confidence in practical assessment approaches and factors related to assessment praxis. Based on study findings, we argue that pre-service teacher education has a critical role to play in promoting assessment literacy in beginning teachers and providing a foundation for teachers’ continued learning about assessment throughout their careers. The paper concludes with implications for future research in the area of assessment education.
This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments.
Teachers' ratings of children's competencies may in part reflect characteristics and perspectives of teachers who assigned the ratings, which compromises their validity as a measure of child attributes. The purposes of this study were to use multilevel modeling to (a) estimate between-rater variance in teachers' ratings of children's social behaviors and relationships with teachers and (b) examine characteristics of teachers and classrooms associated with teachers' perceptions of these social competencies. Ratings of 711 children completed by 210 prekindergarten teachers indicated that between 15% and 33% of the total variance in teachers' ratings was attributed to mean differences between raters. After controlling for characteristics of children and their families, teachers' ratings of positive relationships and behaviors were associated with fewer years of experience, higher self-efficacy, non-White race/ethnicity, shorter length programs, better child-teacher ratios, and programs located within school settings. Implications are discussed for interpreting and analyzing teachers' ratings of children's competencies.
This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways. It makes a case for greater use of teachers' judgements in summative assessment, the reasons for this being found in the research that is reviewed in the first sections of the article. This research, concerning the impact of summative assessment, particularly high-stakes testing and examinations, on students' motivation for learning and on teachers and the curriculum, reveals some seriously detrimental effects. Suggestions for changes that would reduce the negative effects include making greater use of teachers' summative assessment. However, this raises other issues, about the reliability and validity of teachers' assessment. Research on ways of improving the dependability of teachers' summative assessment suggests actions that would equally support more effective use of assessment to help learning. The later sections of the article address the issues and opportunities relating to the possibility of assessment that serves both formative and summative purposes, with examples of what this means in practice, leading to the conclusion that the distinction between formative and summative purposes of assessment should be maintained, while assessment systems should be planned and implemented to enable evidence of students' ongoing learning to be used for both purposes.
This article presents reflections and guidance concerning assessment literacy in teacher education. Previous inadequacies in teacher training in educational assessment highlight the need for teachers to be assessment literate. Assessment literacy consists of an individual's understanding of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. Due to the current focus on accountability assessments, it is in teachers' best interest, and also the students', that teachers develop a level of understanding in assessment. Assessment, when used appropriately, is also a powerful tool for learning. What is needed to facilitate assessment literacy in teacher education is more than a brief mention of assessment in a course. A course in assessment with an appropriate text is necessary to bring a more complete understanding of assessment to beginning teachers.