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(Personen: "Hartig," und "Johannes")

DIF detection for multiple groups. Comparing three-level GLMMs and multiple-group IRT models Köhler, Carmen; Khorramdel, Lale; Pokropek, Artur; Hartig, Johannes Journal Article | In: Journal of Educational Measurement | 2024 44801 Endnote: Author(s): Köhler, Carmen; Khorramdel, Lale; Pokropek, Artur; Hartig, Johannes
Title: DIF detection for multiple groups. Comparing three-level GLMMs and multiple-group IRT models
In: Journal of Educational Measurement, (2024) , S. online first
DOI: 10.1111/jedm.12384
URL: https://onlinelibrary.wiley.com/doi/10.1111/jedm.12384
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: For assessment scales applied to different groups (e.g., students from different states; patients in different countries), multigroup differential item functioning (MG-DIF) needs to be evaluated in order to ensure that respondents with the same trait level but from different groups have equal response probabilities on a particular item. The current study compares two approaches for DIF detection: a multiple-group item response theory (MG-IRT) model and a generalized linear mixed model (GLMM). In the MG-IRT model approach, item parameters are constrained to be equal across groups and DIF is evaluated for each item in each group. In the GLMM, groups are treated as random, and item difficulties are modeled as correlated random effects with a joint multivariate normal distribution. Its nested structure allows the estimation of item difficulty variances and covariances at the group level. We use an excerpt from the PISA 2015 reading domain as an exemplary empirical investigation, and conduct a simulation study to compare the performance of the two approaches. Results from the empirical investigation show that the detection of countries with DIF is similar in both approaches. Results from the simulation study confirm this finding and indicate slight advantages of the MG-IRT model approach. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Spezifizierung des COACTIV-Modells professioneller Handlungskompetenz von Lehrkräften für den […] List, Marit Kristine; Schönenberger, Stephan; Hartig, Johannes Journal Article | In: Zeitschrift für Erziehungswissenschaft | 2024 44477 Endnote: Author(s): List, Marit Kristine; Schönenberger, Stephan; Hartig, Johannes
Title: Spezifizierung des COACTIV-Modells professioneller Handlungskompetenz von Lehrkräften für den Bereich Bildung für nachhaltige Entwicklung
In: Zeitschrift für Erziehungswissenschaft, (2024) , S. online first
DOI: 10.1007/s11618-024-01224-9
URL: https://link.springer.com/article/10.1007/s11618-024-01224-9
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Abstract: Das Ziel von Bildung für nachhaltige Entwicklung (BNE) ist, Lernende zu befähigen, an der Bewältigung der aktuellen Herausforderungen der Weltgesellschaft mitzuarbeiten. Diese Studie untersucht, über welche professionellen Handlungskompetenzen eine Lehrkraft verfügen muss, um qualitativ hochwertigen BNE-Unterricht durchführen zu können. Dazu wurde das COACTIV-Modell professioneller Handlungskompetenz von Lehrkräften (Baumert & Kunter, 2011) mittels qualitativer Daten aus 20 Interviews mit Fachdidaktiker:innen und Lehrkräften für den Bereich BNE spezifiziert. Die Ergebnisse der Studie zeigen, dass die COACTIV-Kompetenzdimensionen (Professionswissen, Überzeugungen, Motivation, Selbstregulation) auf BNE übertragen werden können. Die Daten zeigen auch, dass die Modellkomponenten zum Teil weiter ausdifferenziert und im Hinblick auf BNE spezifischer definiert werden sollten: So ist etwa die Interdisziplinarität der BNE-bezogenen Unterrichtsinhalte ein relevanter Aspekt, der sich z. B. in der BNE-spezifischen Modellkomponente für fachdidaktisches Wissen über fächerübergreifende Unterrichtsgestaltung zeigt.
Abstract (english): The goal of Education for Sustainable Development (ESD) is to empower learners to participate in mastering the current challenges of global society. This study investigates what professional competences teachers need to have in order to implement high-quality ESD in school. To this end, the COACTIV model of teacher professional competence (Baumert & Kunter, 2011) was specified for the field of ESD using qualitative data from 20 interviews with ESD researchers and teachers. The results of the study show that the COACTIV competence dimensions (professional knowledge, beliefs, motivation, self-regulation) can be applied to ESD. The data also show that some components of the model should be further differentiated and defined more specifically in terms of ESD: For example, the interdisciplinarity of the ESD-related contents is a central aspect of ESD, which is mirrored in the ESD-specific model component of pedagogical content knowledge regarding interdisciplinary teaching.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Developing the assessment for the external evaluation of the HAND:ET system Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Hartig, Johannes Book Chapter | Aus: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges | Münster: Waxmann | 2024 44471 Endnote: Author(s): Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Hartig, Johannes
Title: Developing the assessment for the external evaluation of the HAND:ET system
In: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges, Münster: Waxmann, 2024 , S. 161-180
URL: https://www.pedocs.de/volltexte/2024/29154/pdf/Kozina_2024_Empowering_teachers_across_Europe.pdf#page=162
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract (english): This chapter outlines the strategy used for the external evaluation of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges (HAND:ET) system. We describe the measures targeting socio-emotional competencies and diversity awareness (SEDA) that were selected and central to the evaluation process. Our evaluation strategy includes the use of self-report questionnaires and focus group interviews to measure and explain the impact of the HAND:ET system. In addition, we explore participants' perceptions of the training sessions and identify areas for improving the HAND:ET system. In this chapter, we also present the results of analysis of the pre-test data, with a focus on examining the quality of the questionnaire scales. Finally, we describe the final selection of the self-report scales used in the evaluation of the HAND:ET system, which will help us to assess the HAND:ET system's outcomes. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Evaluation of the HAND:ET system - findings from the participants' perspective Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Minh Nguyen, Tan; Hartig, Johannes Book Chapter | Aus: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges | Münster: Waxmann | 2024 44473 Endnote: Author(s): Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Minh Nguyen, Tan; Hartig, Johannes
Title: Evaluation of the HAND:ET system - findings from the participants' perspective
In: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges, Münster: Waxmann, 2024 , S. 201-225
URL: https://www.pedocs.de/volltexte/2024/29154/pdf/Kozina_2024_Empowering_teachers_across_Europe.pdf#page=202
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract (english): This chapter summarises and discusses the ways participants evaluated the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Awareness Career Challenges ("HAND:ET") system. The evaluation is based on data from open-ended and closed questions in the post-test evaluation questionnaire and from focus group interviews. While the findings complement the experimental outcome evaluation described by Rožman and colleagues (Chapter 8 of this book), they also serve a formative purpose: they help to identify starting points for improving the HAND:ET system. In terms of the summative outcome evaluation, the results show that the participants rate the programme very positively and see it as useful and effective. They report a variety of learning effects in the area of socio-emotional competencies and diversity awareness (SEDA) as well as changes in their lifestyle. Suggestions for improvement were given in the area of content and exercises, implementation of the programme, and the modality. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Evaluation of the HAND:ET system - results of the questionnaire scales Rožman, Mojca; Roczen, Nina; Hartig, Johannes Book Chapter | Aus: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges | Münster: Waxmann | 2024 44472 Endnote: Author(s): Rožman, Mojca; Roczen, Nina; Hartig, Johannes
Title: Evaluation of the HAND:ET system - results of the questionnaire scales
In: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges, Münster: Waxmann, 2024 , S. 181-200
URL: https://www.pedocs.de/volltexte/2024/29154/pdf/Kozina_2024_Empowering_teachers_across_Europe.pdf#page=182
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract (english): A principal focus of the evaluation of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Awareness Career Challenges (HAND:ET) system is tracing back the causal effects of the HAND:ET teacher programme. We investigate whether the HAND:ET system had the expected effects on social, emotional competencies and diversity awareness. In this chapter, we present results regarding the programme's effectiveness that are based on questionnaire scales in the evaluation instrument for teachers. The results are part of the experimental outcome evaluation. We compare the experimental group with the control group in the pre- and post-measurements. Our analyses confirmed several of the effects we had hypothesised, especially with respect to emotional competencies. However, the effects vary widely from country to country. The HAND:ET system may therefore be judged as effective, even though its effects are complex, appear to vary across countries, and depend on the particular outcome being examined. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Strategic processing of source text in reading-into-writing tasks. A comparison between summary and […] Delgado-Osorio, Ximena; Koval, Valeriia; Hartig, Johannes; Harsch, Claudia Journal Article | In: Journal of English for Academic Purposes | 2023 43831 Endnote: Author(s): Delgado-Osorio, Ximena; Koval, Valeriia; Hartig, Johannes; Harsch, Claudia
Title: Strategic processing of source text in reading-into-writing tasks. A comparison between summary and argumentative tasks
In: Journal of English for Academic Purposes, 62 (2023) , S. 101227
DOI: 10.1016/j.jeap.2023.101227
URL: https://www.sciencedirect.com/science/article/abs/pii/S1475158523000139?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract (english): Reading-into-writing tasks are frequently used as an assessment tool in the higher education context. Due to the nature of the task, students strategically process the source texts to successfully select the relevant information and integrate it into their writing. This study addresses the questions of a) how students strategically process the source text in reading-into-writing tasks and b) if there are differences between summary and argumentative tasks with different topics (natural and social sciences) regarding students' strategic processing of the source text. For this purpose, four types of reading-into-writing tasks were developed and completed by 14 students from German universities. While completing the tasks, each participant was asked to verbalize their thoughts (think-aloud), and their screen was video recorded. The audio-visual data were transcribed and analysed using a deductive approach. Our results support previous research about discourse synthesis and metacognitive strategies in reading-into-writing tasks and indicate some differences between the types of tasks and topics in the employment of particular strategies. Moreover, our analyses show that higher-level and lower-level reading processes play a role in the source text strategic processing depending on the reader's goals. This study gives further insights into the reading-into-writing construct, considering task type and topic effects. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Theory-based behavioral indicators for children's purchasing self-control in a computer-based […] Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; […] Journal Article | In: European Journal of Psychological Assessment | 2023 43877 Endnote: Author(s): Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; Schuhen, Michael
Title: Theory-based behavioral indicators for children's purchasing self-control in a computer-based simulated supermarket
In: European Journal of Psychological Assessment, 39 (2023) 4, S. 289-298
DOI: 10.1027/1015-5759/a000757
URL: https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000757
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract: The present study aims to investigate elementary school children's self-control as an important aspect of their purchasing literacy in a simulated supermarket. To this end, 136 children were asked to shop on a limited budget and work through a given shopping list. We processed the data of this task in two ways: First, we combined process and product data into a common score for a differentiated assessment of task performance. Second, we derived theory-based behavioral indicators from the log data. By means of a structural equation model, we confirmed that the covariance between them could be explained by a factor of self-control. Within the structural equation model, we also investigated whether self-controlled behavior mediated the relationship between self-reported impulsivity and task performance. This could not be confirmed, even though self-controlled behavior was positively related to task performance. Self-control and impulsivity both correlated positively with a distrustful attitude toward advertising. Higher self-control was also significantly related to better monitoring one's finances at the point of sale. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Measuring the development of general language skills in English as a foreign language. Longitudinal […] Schnoor, Birger; Hartig, Johannes; Klinger, Thorsten; Naumann, Alexander; Usanova, Irina Journal Article | In: Language Testing | 2023 43592 Endnote: Author(s): Schnoor, Birger; Hartig, Johannes; Klinger, Thorsten; Naumann, Alexander; Usanova, Irina
Title: Measuring the development of general language skills in English as a foreign language. Longitudinal invariance of the C-test
In: Language Testing, 40 (2023) 3, S. 796-819
DOI: 10.1177/02655322231159829
URL: https://journals.sagepub.com/doi/10.1177/02655322231159829
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Research on assessing English as a foreign language (EFL) development has been growing recently. However, empirical evidence from longitudinal analyses based on substantial samples is still needed. In such settings, tests for measuring language development must meet high standards of test quality such as validity, reliability, and objectivity, as well as allow for valid interpretations of change scores, requiring longitudinal measurement invariance. The current study has a methodological focus and aims to examine the measurement invariance of a C-test used to assess EFL development in monolingual and bilingual secondary school students (n = 1956) in Germany. We apply longitudinal confirmatory factor analysis to test invariance hypotheses and obtain proficiency estimates comparable over time. As a result, we achieve residual longitudinal measurement invariance. Furthermore, our analyses support the appropriateness of altering texts in a longitudinal C-test design, which allows for the anchoring of texts between waves to establish comparability of the measurements over time using the information of the repeated texts to estimate the change in the test scores. If used in such a design, a C-test provides reliable, valid, and efficient measures for EFL development in secondary education in bilingual and monolingual students in Germany. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Die Neuauflage des Sozialindex für Hamburger Schulen auf amtlicher Basis. Gründe, Verfahren und […] Schulte, Klaudia; Lücken, Markus; Warmt, Maike; Hartig, Johannes Journal Article | In: Die Deutsche Schule | 2023 44614 Endnote: Author(s): Schulte, Klaudia; Lücken, Markus; Warmt, Maike; Hartig, Johannes
Title: Die Neuauflage des Sozialindex für Hamburger Schulen auf amtlicher Basis. Gründe, Verfahren und Zusammenhänge
In: Die Deutsche Schule, 115 (2023) 4, S. 384-397
DOI: 10.31244/dds.2023.04.08
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Abstract: In Hamburg bildet der Sozialindex die Grundlage für differenzierte Ressourcenallokationen an Schulen. 2021 wurde der Sozialindex für Hamburger Schulen zum ersten Mal allein auf der Grundlage amtlicher Daten berechnet. Im vorliegenden Artikel werden die Gründe für den Verfahrenswechsel, Kriterien für die Variablenauswahl sowie das Berechnungsverfahren vorgestellt. Das berechnete Modell mit acht Variablen weist eine sehr hohe Güte und eine hohe Stabilität im Vergleich zum bestehenden Index auf. In einem zweiten Teil des Artikels wird dargestellt, dass sich bei dem neu konstruierten Sozialindex die bewährten hohen Zusammenhänge zu Leistungsdaten zeigen.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

A01: Generic Critical Online Reasoning (GEN-COR) skills - measurement, development and comparative […] Hartig, Johannes; Goldhammer, Frank; Köhler, Carmen; Hahnel, Carolin; Drake, Philine; […] Working Papers | 2023 44479 Endnote: Author(s): Hartig, Johannes; Goldhammer, Frank; Köhler, Carmen; Hahnel, Carolin; Drake, Philine; Illmann, Jannick; Schrickel, Marcus
Title: A01: Generic Critical Online Reasoning (GEN-COR) skills - measurement, development and comparative analyses across academic domains
Published: Mainz: Johannes Gutenberg Univ., 2023 (Zlatkin-Troitschanskaia, Olga; Fischer, Jennifer; Molerov, Dimitri (Hrsg.): Critical Online Reasoning in Higher Education (CORE) - overview of the research unit: Objectives, framework, structure, and research projects)
URL: https://core.uni-mainz.de/files/2023/11/CORE_Working_Paper_No.1_final.pdf#page=15
Publication Type: 5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen