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(Personen: "Hochweber," und "Jan")
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Nutzung von Forschungswissen durch Lehrpersonen. Eine datengestützte Betrachtung von […]
Locher, Franziska Maria; Unger, Valentin; Hartmann, Ulrike; Hochweber, Jan
Journal Article
| In: Beiträge zur Lehrerinnen- und Lehrerbildung | 2023
44083 Endnote
Author(s):
Locher, Franziska Maria; Unger, Valentin; Hartmann, Ulrike; Hochweber, Jan
Title:
Nutzung von Forschungswissen durch Lehrpersonen. Eine datengestützte Betrachtung von Nutzungsprofilen
In:
Beiträge zur Lehrerinnen- und Lehrerbildung, 41 (2023) 2, S. 299-315
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Der vorliegende Beitrag befasst sich mit der Nutzung von forschungsbezogenem Wissen durch Lehrpersonen. Er exploriert, inwiefern sich drei aus der Literatur ableitbare Nutzungsprofile von Lehrpersonen (forschungskritisch, forschungsambivalent und forschungsaffin) empirisch identifizieren lassen. Hierzu wurden a) auf der Basis einer OnlineBefragung von 123 Lehrpersonen eine latente Profilanalyse sowie b) bei einem Subsample eine qualitative Inhaltsanalyse frei formulierter Antworten durchgeführt. Aus beiden Analysen ergibt sich Unterstützung für die Differenzierung der postulierten Nutzungsprofile, was mit Statements von Lehrpersonen illustriert wird. Insgesamt gaben die befragten Lehrpersonen an, selten Forschungswissen für die alltägliche Praxis zu nutzen.
Abstract (english):
This article deals with the use of research-related knowledge by teachers. It explores to what extent three profiles of teachers' use of researchrelated knowledge that are derivable from the literature (research-critical, research-ambivalent and research-savvy) can be empirically identified. To this end, a) a latent profile analysis was carried out on the basis of an online survey of 123 teachers, and b) a qualitative analysis of freely formulated answers was conducted for a subsample. Both analyses provide support for the differentiation of the postulated profiles, which is illustrated with statements from the participating teachers. Overall, the teachers state that they rarely use research knowledge for everyday practice.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
COINS-Mathematiktest
List, Marit Kristine; Leininger, Stephanie; Schönenberger, Stephan; Hartig, Johannes; […]
Research Data, Diagnostic Instruments
| Forschungsdatenzentrum Bildung am DIPF (FDZ Bildung) | 2023
44642 Endnote
Author(s):
List, Marit Kristine; Leininger, Stephanie; Schönenberger, Stephan; Hartig, Johannes; Hochweber, Jan; Naumann, Alexander
Title:
COINS-Mathematiktest
Published:
Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF (FDZ Bildung), 2023
DOI:
10.7477/1119:391:61
URL:
https://www.fdz-bildung.de/test.php?id=61
Publication Type:
6. Forschungsdaten; Instrumente; Diagnostische Instrumente (inkl. Testverfahren)
Language:
Deutsch
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Content-specificity of teachers' judgment accuracy regarding students' academic achievement
Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Journal Article
| In: Teaching and Teacher Education | 2021
41044 Endnote
Author(s):
Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Title:
Content-specificity of teachers' judgment accuracy regarding students' academic achievement
In:
Teaching and Teacher Education, 100 (2021) , S. 103298
DOI:
10.1016/j.tate.2021.103298
URN:
urn:nbn:de:0111-pedocs-238937
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238937
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schülerleistung; Lehrer; Bewertung; Genauigkeit; Konsistenz <Psy>; Unterrichtsfach; Bildungsinhalt; Mathematik; Deutsch; Test; Mehrebenenanalyse; Multivariate Analyse; Modell; Sekundarstufe I; Schuljahr 07; Empirische Untersuchung; Zürich; Kanton; Schweiz
Abstract:
Teachers' accuracy in judging students' achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian multivariate multilevel modelling approach. Results indicate that latent accuracy measures across content domains indeed are substantially correlated within both investigated subjects, but may still be considered to represent different dimensions. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Comparing apples and oranges. Curricular intensification reforms can change the meaning of […]
Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin
Journal Article
| In: Journal of Educational Psychology | 2020
39309 Endnote
Author(s):
Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin
Title:
Comparing apples and oranges. Curricular intensification reforms can change the meaning of students' grades!
In:
Journal of Educational Psychology, 112 (2020) 1, S. 204-220
DOI:
10.18747/PHSG-coll3/id/378
URL:
https://www.pedocs.de/frontdoor.php?source_opus=18970
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schulreform; Gymnasiale Oberstufe; Curriculumreform; Einflussfaktor; Leistungsbeurteilung; Schülerleistung; Schulnoten; Lehrerurteil; Leistungstest; Standard; Englischunterricht; Mathematikunterricht; Panel; Vergleich; Thüringen; Baden-Württemberg
Abstract (english):
Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attributed to norm-referenced grading, which is based on the composition of performance in a class. In this study, we investigated the results of a curricular intensification reform, which introduced changes in the distribution of student performance by making enrollment in certain courses mandatory. We investigated whether the reform resulted in changes in the relationship between standardized achievement-test results and teacher-assigned grades. We analyzed cohort control design data from two large representative samples of students from two German states (Baden-Württemberg: N = 5,574; Thuringia: N = 2,202) before and after the reform. Results indicated that students who received a certain grade before the reform (e.g., a grade of A, B, C, or D) differed in their standardized test performance from students who received the same grade after the reform. Furthermore, in math, course-level-specific reform effects on the association between grades and standardized test performance were found to vary between groups of students receiving good and poor grades. Implications for educational policy and school reforms and suggestions for grading are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation; Struktur und Steuerung des Bildungswesens
Conceptual and methodological challenges in detecting the effectiveness of learning and teaching
Naumann, Alexander; Kuger, Susanne; Köhler, Carmen; Hochweber, Jan
Journal Article
| In: Zeitschrift für Pädagogik. Beiheft | 2020
40254 Endnote
Author(s):
Naumann, Alexander; Kuger, Susanne; Köhler, Carmen; Hochweber, Jan
Title:
Conceptual and methodological challenges in detecting the effectiveness of learning and teaching
In:
Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 179-196
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Effektivität; Unterricht; Lernen; Wirkung; Schülerleistung; Messverfahren; Konzeption; Modellierung; Unterrichtsprozess; Leistungsmessung; Validität; Methodologie
Abstract:
One major goal of research on educational effectiveness is to detect the effects of teaching and learning. Reliably detecting the effects of teaching and learning requires the identification and adequate measurement of (a) the relevant classroom processes and (b) outcomes on the student and the classroom level and also (c) modeling the link between both. The present paper aims to identify and discuss current conceptual and methodological challenges in regard to making inferences on the effectiveness of teaching and learning. We give a brief overview of current practices, discuss key quality criteria with respect to these three aspects, and identify areas in need of further development. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Instruktionssensitivität von Tests und Items
Naumann, Alexander; Musow, Stephanie; Aichele, Christine; Hochweber, Jan; Hartig, Johannes
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2019
38407 Endnote
Author(s):
Naumann, Alexander; Musow, Stephanie; Aichele, Christine; Hochweber, Jan; Hartig, Johannes
Title:
Instruktionssensitivität von Tests und Items
In:
Zeitschrift für Erziehungswissenschaft, 22 (2019) 1, S. 181-202
DOI:
10.1007/s11618-018-0832-0
URL:
https://link.springer.com/article/10.1007%2Fs11618-018-0832-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Unterricht; Effektivität; Schülerleistung; Leistungsmessung; Test; Messverfahren; Empirische Forschung; Konzeption; Validität; Daten; Interpretation; Psychometrie; Item-Response-Theory; Modell
Abstract:
Testergebnisse von Schülerinnen und Schülern dienen regelmäßig als ein zentrales Kriterium für die Beurteilung der Effektivität von Schule und Unterricht. Gültige Rückschlüsse über Schule und Unterricht setzen voraus, dass die eingesetzten Testinstrumente mögliche Effekte des Unterrichts auffangen können, also instruktionssensitiv sind. Jedoch wird diese Voraussetzung nur selten empirisch überprüft. Somit bleibt mitunter unklar, ob ein Test nicht instruktionssensitiv oder ein Unterricht nicht effektiv war. Die Klärung dieser Frage erfordert die empirische Untersuchung der Instruktionssensitivität der eingesetzten Tests und Items. Während die Instruktionssensitivität in den USA bereits seit Langem diskutiert wird, findet das Konzept im deutschsprachigen Diskurs bislang nur wenig Beachtung. Unsere Arbeit zielt daher darauf ab, das Konzept Instruktionssensitivität in den deutschsprachigen Diskurs über schulische Leistungsmessung einzubetten. Dazu werden drei Themenfelder behandelt, (a) der theoretische Hintergrund des Konzepts Instruktionssensitivität, (b) die Messung von Instruktionssensitivität sowie (c) die Identifikation von weiteren Forschungsbedarfen. (DIPF/Orig.)
Abstract (english):
Students' performance in assessments is regularly attributed to more or less effective teaching. Valid interpretation requires that outcomes are affected by instruction to a significant degree. Hence, instruments need to be capable of detecting effects of instruction, that is, instruments need to be instructionally sensitive. However, empirical investigation of the instructional sensitivity of tests and items is seldom in practice. In consequence, in many cases, it remains unclear whether teaching was ineffective or the instrument was insensitive. While there is a living discussion on the instructional sensitivity of tests and items in the USA, the concept of instructional sensitivity is rather unknown in German-speaking countries. Thus, the present study aims at (a) introducing the concept of instructional sensitivity, (b) providing an overview on current approaches of measuring instructional sensitivity, and (c) identifying further research directions. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Sensitivity of test items to teaching quality
Naumann, Alexander; Rieser, Svenja; Musow, Stephanie; Hochweber, Jan; Hartig, Johannes
Journal Article
| In: Learning and Instruction | 2019
38989 Endnote
Author(s):
Naumann, Alexander; Rieser, Svenja; Musow, Stephanie; Hochweber, Jan; Hartig, Johannes
Title:
Sensitivity of test items to teaching quality
In:
Learning and Instruction, 60 (2019) , S. 41-53
DOI:
10.1016/j.learninstruc.2018.11.002
URL:
https://www.sciencedirect.com/science/article/pii/S0959475217307065?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Leistungstest; Testkonstruktion; Unterricht; Qualität; Einflussfaktor; Testauswertung; Grundschule; Naturwissenschaftlicher Unterricht; Aktives Lernen; Entdeckendes Lernen; Unterrichtsmethode; Wirkung; Messverfahren; Testaufgabe; Problemlösen; Grundschüler; Dauer; Antwort; Schwierigkeit; Datenanalyse; Interpretation; Quasi-Experiment; Deutschland
Abstract:
Instructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures' relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school science education (1026 students, 53 classes, Mage = 8.79 years, SDage = 0.49, 50% female). We examine (a) the correlation of item sensitivity measures and the potential for cognitive activation in class and (b) consequences for test score interpretation when assembling tests from items varying in their degree of sensitivity to cognitive activation. Our study (a) provides validity evidence that item sensitivity measures may be related to actual classroom instruction and (b) points out that inferences on teaching drawn from test scores may vary due to test composition. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Formative assessment in mathematics. Mediated by feedback's perceived usefulness and students' […]
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Klieme, Eckhard; Schütze, Birgit; Besser, Michael
Journal Article
| In: Learning and Instruction | 2019
38172 Endnote
Author(s):
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Klieme, Eckhard; Schütze, Birgit; Besser, Michael
Title:
Formative assessment in mathematics. Mediated by feedback's perceived usefulness and students' self-efficacy
In:
Learning and Instruction, 60 (2019) , S. 154-165
DOI:
10.1016/j.learninstruc.2018.01.004
URL:
https://www.sciencedirect.com/science/article/pii/S0959475217302189?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Längsschnittuntersuchung; Hessen; Deutschland; Mathematikunterricht; Schülerleistung; Leistungsbeurteilung; Feedback; Wirkung; Interesse; Lernerfolg; Selbstwirksamkeit; Schüler; Wahrnehmung; Schuljahr 09; Realschule; Lernprozess; Lernziel; Lernstrategie; Leistungstest
Abstract (english):
Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
InSe Mathetest Unterrichtsqualität Messzeitpunkt 3
Musow, Stephanie; Hochweber, Jan; Hartig, Johannes; Naumann, Alexander
Research Data, Diagnostic Instruments
| FORSbase | 2019
40255 Endnote
Author(s):
Musow, Stephanie; Hochweber, Jan; Hartig, Johannes; Naumann, Alexander
Title:
InSe Mathetest Unterrichtsqualität Messzeitpunkt 3
Published:
Lausanne: FORSbase, 2019
DOI:
10.23662/FORS-DS-965-1
URL:
https://forsbase.unil.ch/datasets/dataset-public-detail/16136/1713/
Publication Type:
6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language:
Deutsch
Abstract:
Im Codier- und Auswertungsmanual sind die Aufgaben aus den Tests, deren Dateneingabe (Rohdaten) und Auswertung (recodierten Daten) vermerkt. Variablenname: T=Testdaten, S=Schüler/-innen-Fragebogen Erläuterung: Variablen zum Mathematiktest beginnen mit "T", Variablen zum Schüler/-innen-Fragebogen beginnen mit "S". Variablennamen: Variablenname endet auf "x"= Rohdaten, Variablenname endet auf "r" = recodierte Daten Erläuterung: Im Datensatz sind die Rohdaten anhand der Endung "x" zu erkennen. Zur Auswertung der Rohdaten wurde eine Recodierung der Daten vorgenommen (1=korrekt, 0=falsch). Die recodierten Daten enden auf "r". Wie dem Codier- und Bewertungsmanual zum Mathematiktest zu entnehmen ist, kann sich die Antwort auf eine Testaufgabe in mehreren Variablen niederschlagen (Rohdaten). Im letztgenannten Fall wurden die einzelnen Variablen bei der Recodierung der Daten zusammengefasst und abschliessend bewertet. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching […]
Hochweber, Jan; Vieluf, Svenja
Journal Article
| In: Journal of Educational Research | 2018
36779 Endnote
Author(s):
Hochweber, Jan; Vieluf, Svenja
Title:
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In:
Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI:
10.1080/00220671.2016.1253536
URN:
urn:nbn:de:0111-pedocs-170406
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english):
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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