© campus digital mainz
PLATO has been granted funding from the initiative fund of the Rhine-Main Universities (RMU). The RMU funding will be used to consolidate pilot studies and prepare a cross-university application to solidify PLATO collaboration structures (for more information, see RMU-Website).
Zlatkin-Troitschanskaia, O., Kuhn, C., Brückner, S. & Leighton, J. P. (2019). Evaluating a technology-based assessment (TBA) to measure teachers’ action-related and reflective skills. International Journal of Testing (IJT), 19(2), 148–171. https://doi.org/10.1080/15305058.2019.1586377
Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers’ actions in different classroom situations. Based on the evidence-centered design model, we developed a technology-based assessment framework that enables differentiation between two essential teaching actions: action-related skills and reflective skills. Action-related skills are necessary to handle specific subject-related situations during instruction. Reflective skills are necessary to prepare and evaluate specific situations in pre- and postinstructional phases. In this article, we present the newly developed technology-based assessment to validly measure teaching performance, and we discuss validity evidence from cognitive interviews with teachers (novices and experts) using the think-aloud method, which indicates that the test takers’ respective mental processes when solving action-related skills tasks are consistent with the theoretically assumed knowledge and skill components and depend on the different levels of teaching expertise.
International Conference with Transfer Workshop from 04-06, December 2019 at Humboldt University Berlin
We are pleased to announce that we are holding an International Conference and Transfer Workshop for our collaborative project SUCCESS – Study Success and Study Opportunities for Refugees at the Humboldt University in Berlin, Germany, from December 4-6, 2019.
The title of the conference is: Digital Approaches to Increasing Equity in Higher Education – Opening Universities for Refugees
We will be discussing opportunities for refugees in higher education with a particular focus on the provision of digital education. It will be explored whether existing online educational offers actually facilitate the integration of prospective students with a flight background into their host country – including regular universities – and how refugees can be more successfully integrated into higher education.
We would be delighted to have you participate and kindly ask you to register by sending us an e-mail to email@example.com
We are looking forward to seeing you at our conference in Berlin and to exchanging ideas with you!
Prof. Dr. Olga Zlatkin-Troitschanskaia and the SUCCESS team
Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H. & Heinze, A. (2019). Performance assessment to investigate the domain-specificity of instructional skills among pre-service and in-service teachers of mathematics and economics. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12277
Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another. Our study aims to examine (1) the relationship between action‐related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action‐related skills of (prospective) teachers in the two domains of mathematics and economics. We examined German pre‐service and in‐service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects. Action‐related skills in mathematics and economics were measured using video‐based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper–pencil tests. Correlation analyses, linear regressions, and a path model were applied. In mathematics and economics, we find a similar pattern of moderate correlations between action‐related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action‐related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains. Our findings suggest that action‐related skills empirically differ from domain‐specific knowledge and should be considered as domain‐specific constructs. This indicates that teacher education should not only focus on domain‐specific teacher knowledge, but may also provide learning opportunities for action‐related skills in each domain.