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Construction and validation of a test to assess (pre-service) teachers' technological pedagogical […]
Baier, Franziska; Kunter, Mareike
Zeitschriftenbeitrag
| In: Studies in Educational Evaluation | 2020
40716 Endnote
Autor*innen:
Baier, Franziska; Kunter, Mareike
Titel:
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)
In:
Studies in Educational Evaluation, 67 (2020) , S. 100936
DOI:
10.1016/j.stueduc.2020.100936
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0191491X2030184X?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Lehramtsanwärter; Referendariat; Informationstechnologische Bildung; Unterricht; Unterrichtsqualität; Digitale Medien; Pädagogische Kompetenz; Wissen; Selbstbeurteilung; Bildungsforschung; Forscher; Bewertung; Testvalidität; Kompetenzmessung; Kompetenzentwicklung;
Abstract:
As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers' technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test's internal structure. Concerning convergent and discriminant validity, the pre-service teachers' test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers' TPK through teacher education courses. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Personality across the lifespan. Exploring measurement invariance of a short big five inventory […]
Brandt, Naemi; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment. | 2020
38867 Endnote
Autor*innen:
Brandt, Naemi; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Titel:
Personality across the lifespan. Exploring measurement invariance of a short big five inventory from ages 11 to 84
In:
European Journal of Psychological Assessment., 36 (2020) 1, S. 162-173
DOI:
10.1027/1015-5759/a000490
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000490
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Altersgruppe; Vergleich; Validität; Reliabilität; Persönlichkeit; Messung; Indikator; Lebensalter; Erhebungsinstrument; Persönlichkeitsmerkmal; Kind; Grundschulalter; Erwachsener; Alter Mensch;
Abstract:
Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11-84 years. We used two samples of N = 1,090 children (52% female, Mage = 11.87) and N = 18,789 adults (53% female, Mage = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11-14 years; early adulthood: 17-30 years; middle adulthood: 31-60 years; late adulthood: 61-84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
The measurement of within-person affect variation
Brose, Annette; Schmiedek, Florian; Gerstorf, Denis; Voelkle, Manuel C.
Zeitschriftenbeitrag
| In: Emotion | 2020
39994 Endnote
Autor*innen:
Brose, Annette; Schmiedek, Florian; Gerstorf, Denis; Voelkle, Manuel C.
Titel:
The measurement of within-person affect variation
In:
Emotion, 20 (2020) 4, S. 677-699
DOI:
10.1037/emo0000583
URN:
urn:nbn:de:0111-dipfdocs-206192
URL:
http://www.dipfdocs.de/volltexte/2020/20619/pdf/Emotion_2020_4_Brose_et_al_Measurement_of_within-person_affect_variation_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Emotion; Emotionaler Zustand; Veränderung; Messung; Erhebungsinstrument; Messverfahren; Reliabilität; Validität; Qualität; Konzeption; Vergleich; Empirische Forschung; Forschungsstand; Längsschnittuntersuchung; Literaturbericht
Abstract:
The number of intensive longitudinal studies that investigate affective experiences at the within-person rather than the between-person level is rapidly increasing. This paradigmatic shift comes with new challenges, such as questions revolving around how to measure within-person affect variation or more fundamental questions about the reliability and validity of constructs at the within-person level. We provide a review of substantive research published in Emotion since 2005, which revealed that to date no consensus has been established on measurement instruments for assessing within-person affective experiences. Our review also showed that researchers who are interested in within-person affect variation sometimes rely on measurement instruments that were established at the between-person level, which we think should be reconsidered. Finally, reliability estimates of state variation have been developed but are not comprehensively reported in studies on within-person affect variation. The purpose of this article is therefore to alert the reader to these issues and to highlight relevant criteria for selecting items and measurement instruments when studying within-person affect variation in intensive longitudinal studies. We recommend establishing common standards for measuring within-person affect variation and drawing from a common pool of instruments, which would allow direct comparison of results across studies. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Measurement invariance testing in questionnaires. A comparison of three Multigroup-CFA and […]
Buchholz, Janine; Hartig, Johannes
Zeitschriftenbeitrag
| In: Psychological Test and Assessment Modelling | 2020
39818 Endnote
Autor*innen:
Buchholz, Janine; Hartig, Johannes
Titel:
Measurement invariance testing in questionnaires. A comparison of three Multigroup-CFA and IRT-based approaches
In:
Psychological Test and Assessment Modelling, 62 (2020) 1, S. 29-54
URL:
https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-1/03_Buchholz.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
PISA <Programme for International Student Assessment>; Item-Response-Theorie; Faktorenanalyse; Schülerleistung; Leistungsmessung; Messung; Invarianz; Validität; Statistische Methode
Abstract (english):
International Large-Scale Assessments aim at comparisons of countries with respect to latent constructs such as attitudes, values and beliefs. Measurement invariance (MI) needs to hold in order for such comparisons to be valid. Several statistical approaches to test for MI have been proposed: While Multigroup Confirmatory Factor Analysis (MGCFA) is particularly popular, a newer, IRT-based approach was introduced for non-cognitive constructs in PISA 2015, thus raising the question of consistency between these approaches. A total of three approaches (MGCFA for ordinal and continuous data, multi-group IRT) were applied to simulated data containing different types and extents of MI violations, and to the empirical non-cognitive PISA 2015 data. Analyses are based on indices of the magnitude (i.e., parameter-specific modification indices resulting from MGCFA and group-specific item fit statistics resulting from the IRT approach) and direction of local misfit (i.e., standardized parameter change and mean deviation, respectively). Results indicate that all measures were sensitive to (some) MI violations and more consistent in identifying group differences in item difficulty parameters.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Using process data to explain group differences in complex problem solving
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2020
39868 Endnote
Autor*innen:
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Titel:
Using process data to explain group differences in complex problem solving
In:
Journal of Educational Psychology, 112 (2020) 8, S. 1546-1562
DOI:
10.1037/edu0000446
URN:
urn:nbn:de:0111-pedocs-232721
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232721
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Leistungsmessung; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Computerunterstütztes Verfahren; Logdatei; Interaktion; Exploration; Verhalten; Vorwissen; Wirkung; Indikator; Leistung; Unterschied; Messverfahren; OECD-Länder
Abstract:
In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Who sees what? Conceptual considerations on the measurement of teaching quality from different […]
Fauth, Benjamin; Göllner, Richard; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogik. Beiheft | 2020
40728 Endnote
Autor*innen:
Fauth, Benjamin; Göllner, Richard; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Titel:
Who sees what? Conceptual considerations on the measurement of teaching quality from different perspectives
In:
Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 138-155
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Empirische Forschung; Unterricht; Qualität; Messung; Schüler; Lehrer; Wahrnehmung; Bewertung; Erhebungsinstrument; Validität; Schülerrolle; Lehrerrolle; Taxonomie; Klassenführung; Vergleich; Fragebogen; Beobachtung; Selbsteinschätzung; Fremdeinschätzung
Abstract:
One puzzling finding in education research is that teachers, students, and external observers agree only marginally on their ratings of teaching quality. In this theoretical contribution, we summarize and reappraise previous findings on agreement between different raters of teaching quality. We explain these findings by thoroughly examining the instruments that have been used to measure teaching quality. Building on this, we propose a reference perspective matrix, which should be useful in explaining perspective-specific rating mechanisms behind responses to certain survey or observation items. The reference perspective matrix could thus afford a theoretical foundation for future studies on the assessment of teaching quality. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim […]
Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
39653 Endnote
Autor*innen:
Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina
Titel:
The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim Organizational Conflict Style Inventory-II (ROCI-II)
In:
European Journal of Psychological Assessment, 36 (2020) 4, S. 526-536
DOI:
10.1027/1015-5759/a000527
URN:
urn:nbn:de:0111-pedocs-237830
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237830
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Jugendlicher; Konflikt; Demokratische Erziehung; Konfliktlösung; Messverfahren; Modell; Messung; Unterschied; Einflussfaktor; Erhebungsinstrument; Psychometrie; Struktur; Evaluation; Faktorenanalyse
Abstract (english):
This study examines the latent structure of the Rahim Organizational Conflict Inventory - II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Tracking patterns in self-regulated learning using students' self-reports and online trace data
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Zeitschriftenbeitrag
| In: Frontline Learning Research | 2020
39969 Endnote
Autor*innen:
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Titel:
Tracking patterns in self-regulated learning using students' self-reports and online trace data
In:
Frontline Learning Research, 8 (2020) 3, S. 140-163
DOI:
10.14786/flr.v8i3.497
URL:
https://journals.sfu.ca/flr/index.php/journal/article/view/497
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Selbstgesteuertes Lernen; Motivation; Lernen; Strategie; Selbstbeobachtung; Online; Lernverhalten; Verhaltensmuster; Daten; Komplementarität; Ereignis; Messung; Methode; Varianz; Student; E-Learning
Abstract:
For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance and reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies using online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added value of innovative and traditional methods of measuring motivation and strategy use. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Conceptual and methodological challenges in detecting the effectiveness of learning and teaching
Naumann, Alexander; Kuger, Susanne; Köhler, Carmen; Hochweber, Jan
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogik. Beiheft | 2020
40254 Endnote
Autor*innen:
Naumann, Alexander; Kuger, Susanne; Köhler, Carmen; Hochweber, Jan
Titel:
Conceptual and methodological challenges in detecting the effectiveness of learning and teaching
In:
Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 179-196
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
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-Abteilung:
Bildungsqualität und Evaluation
Studying within-person variation and within-person couplings in intensive longitudinal data. […]
Neubauer, Andreas B.; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Gerontology | 2020
40288 Endnote
Autor*innen:
Neubauer, Andreas B.; Schmiedek, Florian
Titel:
Studying within-person variation and within-person couplings in intensive longitudinal data. Lessons learned and to be learned
In:
Gerontology, 66 (2020) 4, S. 332-339
DOI:
10.1159/000507993
URN:
urn:nbn:de:0111-dipfdocs-252201
URL:
https://www.pedocs.de/volltexte/2022/25220/pdf/Gerontology_66_4_2020_Neubauer_et_al_Studying_within-person_variation_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Altersforschung; Psychologische Forschung; Altern; Wohlbefinden; Messung; Messverfahren; Längsschnittuntersuchung; Reliabilität; Heterogenität; Kausalität; Zeitpunkt; Diskussion
Abstract (english):
Intensive longitudinal designs (e.g., experience sampling methods, daily diary studies, or ambulatory assessments) continue to gain importance in sychological aging research. Empirical research using these designs has greatly facilitated our understanding of short-term within-person processes and has started to approach the question how these processes shape long-term development across the life span. The aim of this viewpoint article is to point out four key issues in intensive longitudinal designs that in our opinion require more attention than they are currently given: (a) improvement in measurement reliability, (b) the necessity to investigate inter-individual differences in short-term dynamics, (c) considerations of the time scale across which dynamic effects unfold, and (d) targeting causality by incorporating experimental methods in intensive longitudinal designs. We illustrate these four key issues by referring to a prominent example of within-person dynamics in prior empirical research: the within-person coupling of stressor occurrence and well-being stress reactivity).
DIPF-Abteilung:
Bildung und Entwicklung
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