Menü Überspringen
Kontakt
Presse
Deutsch
English
Not track
Datenverarbeitung
Suche
Anmelden
DIPF aktuell
Forschung
Infrastrukturen
Institut
Zurück
Kontakt
Presse
Deutsch
English
Not track
Datenverarbeitung
Suche
Startseite
>
Forschung
>
Publikationen
>
Publikationendatenbank
Ergebnis der Suche in der DIPF Publikationendatenbank
Ihre Abfrage:
(Personen: "Gerecht," und "Marius")
zur erweiterten Suche
Suchbegriff
Nur Open Access
Suchen
Markierungen aufheben
Alle Treffer markieren
Export
59
Inhalte gefunden
Alle Details anzeigen
Dokumentarische Aufbereitung: Chapter 10 - General Noncognitive Outcomes. Programme for […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36932 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 10 - General Noncognitive Outcomes. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:166:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "General Noncognitive Outcomes": The core goals for education systems in the twenty-first century have shifted from teaching clearly defined knowledge and skills to promoting lifelong learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started broadening their focus to include noncognitive outcomes in addition to achievement results. In this chapter we describe the opportunities and challenges associated with noncognitive outcome assessments, with a special focus on the implementation in the Programme for International Student Assessment (PISA) 2015. We provide research-based rationales why LSAs should focus on noncognitive outcomes, which specific outcomes deserve most attention, and how measurement approaches can be enhanced for more validity and efficiency. Two main categories of noncognitive outcomes are described in more detail: first, constructs that can be tied back to the Big Five model of human personality; second, variables representing well-being or general quality of life indicators, comprising factors such as health, subjective well-being, and psychological functioning. Examining the interplay between cognitive and noncognitive factors is essential to better understand what policies can promote learning and prepare students to face twenty-first century challenges. National and international LSAs can shed light on the factors that are most strongly associated, either positively or negatively, with student development. The success of LSAs as helpful tools and monitoring systems for policy makers and educators will depend to a growing extent on how well they can serve the policy and public demand for enhanced measurement of noncognitive outcomes.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 11 - Dispositions for Collaborative Problem Solving. […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36933 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 11 - Dispositions for Collaborative Problem Solving. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:167:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Dispositions for Collaborative Problem Solving": Student dispositions toward the emerging domain called "collaborative problem solving" (CPS) recently have been assessed by the Programme for International Student Assessment (PISA) in the field trial and in the main study. Here, "dispositions" refers to the attitudes to and experiences of collaboration seen emerging in the international PISA survey data in 15-year-olds. For the field trial's noncognitive measures, nine CPSrelated constructs were developed for the student and teacher questionnaires. Information was collected on the types of collaborative activities and the support that was available, in and out of the classroom, as well as on student experiences of and attitudes to collaboration. We provide a description of the constructs and demonstrate how their development w
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36934 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:168:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies": Besides fostering science achievement, developing positive science-related attitudes is also an important educational goal. Students need to learn to value science, develop an interest in science, and establish positive sciencerelated self-views. Achieving these multidimensional goals enables students to participate in a society based on scientific reasoning, and influences their educational and professional career choices. This is of high significance because the shortage of skilled workers in specific technical and science professions such as engineering and physical science-especially among females-has become a concern in recent years, and is expected to worsen in the future. This chapter provides an overview of important science-related outcomes (e.g., interest in science, enjoyment of science, instrumental motivation, selfconcept, self-efficacy, perceived value of science, self-regulation strategies, epistemological beliefs, technology- and environment-related attitudes, career aspirations) and their research backgrounds. However, for international largescale assessment (ILSA) studies such as the Programme for International Student Assessment (PISA), there are limitations; and selection criteria arise from study characteristic features. These criteria and limitations are discussed, and this chapter describes how ILSAs have covered the topic of science-related attitudes. On the basis of the above considerations, the selected constructs for the PISA 2015 field trial are presented.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 13 - ICT Engagement in Learning Environments. Programme for […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36935 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 13 - ICT Engagement in Learning Environments. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:169:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "ICT Engagement in Learning Environments": Learning throughout the life span relies more and more on using information and communication technology (ICT) to acquire new knowledge and skills in both formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update their ICT knowledge and skills continuously. A major conditioning personal characteristic that affects the development and adaptation of ICT skills in a self-regulated way is considered to be ICT engagement. This chapter describes the conceptual origins of this multifaceted construct. At the behavioral level it represents the use of ICT in various contexts, such as at home or at school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT selfconcept, perceived autonomy in ICT use, and social relatedness in using ICT.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 15 - Building More Effective Education Systems. Programme for […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36936 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 15 - Building More Effective Education Systems. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:170:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Building More Effective Education Systems": The current focus on systemic reform in K-12 education in many countries around the globe began to develop in the early 2000s, in response to frustration with the low performance of some schools on the Programme for International Student Assessment (PISA) and other international assessments, compared to those in high performing countries, and also in response to widening socioeconomic achievement gaps. Researchers have identified the lack of incentives and support systems as the main culprits, and systemic change as the solution. This chapter summarizes the literature on three systemic reform areas: market-based, accountability, and decentralization reforms. It reviews the constructs that ideally would be assessed, as well as their degree of coverage in the PISA 2015 trial. The chapter concludes by discussing some implications and directions for constructs in future PISA cycles.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 16 - Curriculum and Learning Time in International School […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36937 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 16 - Curriculum and Learning Time in International School Achievement Studies. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:171:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Curriculum and Learning Time in International School Achievement Studies": Students' opportunities to learn are closely related to student achievement and thus are an important aspect of education effectiveness research. International school achievement studies have stressed their importance for questions of equity in education. This chapter concentrates on the quantity of opportunities to learn: i.e., the curriculum content and the amount of learning time that a student experiences. A literature review leads to the identification of core concepts of curriculum and learning time that should be included in international large-scale assessments (ISLAs) in order to enable meaningful reporting, provide useful data for secondary research, and facilitate policy making. The resulting theoretical frameworks, combined with the literature on education effectiveness research, are compared against previous measures for both concepts in ILSAs, and provide the foundation for questionnaire material that was developed for, implemented and evaluated in the field trial for PISA 2015.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 17 - Science Teaching and Learning in Schools: Theoretical […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36938 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 17 - Science Teaching and Learning in Schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:172:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 18 - Teacher Qualifications and Professional Knowledge. […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36939 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 18 - Teacher Qualifications and Professional Knowledge. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:173:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Teacher Qualifications and Professional Knowledge": The present chapter aims to assemble information related to teacher qualifications and professional knowledge, as well as theoretical rationales for the realization of questionnaire material on this topic. Policy relevance is demonstrated by gleaning information on international conferences and implementations in large-scale assessments. The centrepiece of this chapter is the development of a framework that allows classifying relevant issues in a systematic way: The two main categories, Teacher Qualifications and Teacher Competence, together contain five components. Teacher Qualifications can be split into (1) the initial education of teachers, which describes the educational pathways of future teachers in their studies at university (e.g., level of education) and (2) professional development, which in turn addresses continuous, formal and informal formats for gaining further qualification on the job. The Teacher Competence category is structured into (3) professional knowledge, (4) beliefs and (5) noncognitive/motivational factors. The chapter concludes with a list of constructs that were implemented in the PISA 2015 field trial and their relation to this overarching framework.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 19 - Assessment and Evaluation in Educational Contexts. […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36940 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Chapter 19 - Assessment and Evaluation in Educational Contexts. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:174:1
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Assessment and Evaluation in Educational Contexts": For at least the past three decades, assessment, evaluation, and accountability have been major strands of educational policy and practice internationally. However, the available data on how exactly assessment- and evaluation-based policies are framed and implemented, or how they shape practices within schools, are still limited. This chapter addresses these issues with a broad focus that takes into account several perspectives on school evaluation and student assessment, together with everyday practices of teacher judgment and grading. First, we address assessment and evaluation practices for the purpose of educational system monitoring. Second, school evaluation practices, as well as the use of assessment and evaluation results at the school level, are discussed. A third perspective focuses on practices of teacher evaluation. Finally, practices of student assessment within schools and classrooms are examined. The instruments described and recommended in this chapter have implications for international research, as well as national studies.
DIPF-Abteilung:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Test zur Erfassung der berufsfachlichen Kompetenz am Ende der […]
Gerecht, Marius; Schuster, Alexander
Verschiedenartige Dokumente
| 2016
36920 Endnote
Autor*innen:
Gerecht, Marius; Schuster, Alexander
Titel:
Dokumentarische Aufbereitung: Test zur Erfassung der berufsfachlichen Kompetenz am Ende der bautechnischen Grundbildung
Erscheinungsvermerk:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/46:53:16
URL:
https://daqs.fachportal-paedagogik.de/show-test/test/pk/16_135
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Sprache:
Deutsch
Abstract:
Unter berufsfachlicher Kompetenz in der bautechnischen Grundbildung verstehen wir ein Bündel kognitiver Leistungsdispositionen, das das selbstständige, methodengeleitete und sachgerechte Handeln in berufsfachlichen Kontexten der Grundstufe Bautechnik ermöglicht (vgl. Abele 2014); berufspraktische Kompetenzen werden nicht abgebildet. Die berufsfachliche Kompetenz am Ende der bautechnischen Grundbildung besteht aus vier Dimensionen: (1) Berufsfachliche Problemlösefähigkeit, (2) Fachtheorie, (3) Fachzeichnen und (4) Fachrechnen. Die Inhalte der einzelnen Dimensionen wurden an den curricularen Rahmenbedingungen orientiert und umfassen jene Ziele und Inhalte, die laut Bildungsplan für die Ausbildung in der Bauwirtschaft vorgesehen sind und auch von beruflichen Experten als curricular relevant betrachtet wurden. Dimension (1), die berufsfachliche Problemlösefähigkeit, umfasst typische fachliche Problemstellungen der Bauwirtschaft (Grundbildung), in denen mindestens zwei Anforderungen aus den weiteren Dimensionen (Fachtheorie, Fachrechnen und Fachzeichnen) verknüpft werden. Ein Beispiel wäre die häufig erforderliche Mengen- und Materialermittlung, in der zumindest zwei Dimensionen, Fachtheorie und Fachrechnen in einem beruflichen Anforderungskontext verschmelzen. Dimension (2), die Fachtheorie, bezieht sich auf bautechnisches Fakten- und Begründungswissen zu den zentralen Inhalten der Grundbildung. Dimension (3), Fachzeichnen, beinhaltet die technisch-darstellenden Grundlagen der Bautechnik wie bspw. das Lesen von Grundrissen oder Schnitten. Dimension (4), Fachrechnen, umfasst in Analogie die technisch-mathematischen Grundlagen der Bautechnik wie bspw. die Dreisatz-, Prozent-, Flächen oder Volumenberechnung.
DIPF-Abteilung:
Informationszentrum Bildung
Markierungen aufheben
Alle Treffer markieren
Export
<
1
...
3
4
(aktuell)
5
6
>
Alle anzeigen
(59)