Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning DOI Creative Commons
Tobias Hoppe, Tina Seidel, Alexander Renkl

et al.

Journal of Teacher Education, Journal Year: 2024, Volume and Issue: 76(1), P. 42 - 56

Published: March 16, 2024

Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles practice-based learning provide a basis the design environments which may equip prospective teachers this challenging task. In an experimental study ( N = 104), we examined extent that use different media types as representations practice (video written cases), number rehearsals, complexity contribute preservice teachers’ acquisition skills. Our findings indicated participants benefited equally well from video cases. The necessary rehearsals depended on be assessed. This finding implies specifics content assessed need taken into consideration when designing practicing

Language: Английский

A review on the accuracy of teacher judgments DOI
Detlef Urhahne, Lisette Wijnia

Educational Research Review, Journal Year: 2020, Volume and Issue: 32, P. 100374 - 100374

Published: Nov. 26, 2020

Language: Английский

Citations

134
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement DOI Creative Commons
Katharina Schnitzler, Doris Holzberger, Tina Seidel

et al.

European Journal of Psychology of Education, Journal Year: 2020, Volume and Issue: 36(3), P. 627 - 652

Published: Sept. 5, 2020

Abstract Student participation and cognitive emotional engagement in learning activities play a key role student academic achievement are driven by motivational characteristics such as self-concept. These relations have been well established with variable-centered analyses, but this study, person-centered analysis was applied to describe how the different aspects of combined within individual students. Specifically, we investigated number hand-raisings interacts various patterns. Additionally, it analyzed these patterns relate self-concept an antecedent outcome. In empirical high school students ( N = 397) from 20 eighth-grade classrooms were surveyed videotaped during one mathematics lesson. The design included pre- post-test, videotaping occurring between. Five within-student identified latent profile analysis: disengaged, compliant, silent, engaged, busy. Students higher more likely show pattern moderate engagement. Compared low engagement, gained systematically end-of-year achievement. findings illustrate power analyses illuminate complexity They imply need for differentiation beyond disengaged engaged bring along recognition that being can take on forms, compliant

Language: Английский

Citations

130
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education DOI Creative Commons

Elias Codreanu,

Daniel Sommerhoff, Sina Huber

et al.

Teaching and Teacher Education, Journal Year: 2020, Volume and Issue: 95, P. 103146 - 103146

Published: July 20, 2020

A key challenge for teachers is the on-the-fly assessment of student learning. Video-based simulations may provide a tool measuring skills and basis learning environments in teacher education. Based on framework teaching practice by Grossman et al. (2009), considerations designing video-based that balance authenticity cognitive demand are derived. Results show participants perceived developed simulation as authentic, were mostly able to rank students according their overall mathematical argumentation showed potential detailed students. Thus, results indicate internal validity simulation.

Language: Английский

Citations

87
Professional development research on promoting productive practices for teachers’ handling of typical tasks of mathematics teaching: a systematic review DOI Creative Commons
Victoria Shure, Malte Lehmann, Marita Friesen

et al.

ZDM, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 14, 2025

Language: Английский

Citations

1
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis DOI Creative Commons
Andreas Rieu, Timo Leuders, Katharina Loibl

et al.

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 111, P. 103621 - 103621

Published: Jan. 3, 2022

When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on processes underlying diagnostic judgements tasks have rarely been modeled investigated systematically. In an experimental study, we assume two (identifying integrating multiple features) predict influence PCK available time accuracy judgments 212 student teachers. The results support that is required for both pressure only affects complex process information.

Language: Английский

Citations

30
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process DOI Creative Commons
Daniel Sommerhoff,

Elias Codreanu,

Michael Nickl

et al.

Learning and Instruction, Journal Year: 2022, Volume and Issue: 83, P. 101689 - 101689

Published: Sept. 29, 2022

Video-based simulations are considered authentic approximations of practice that can support pre-service teachers' acquisition diagnostic skills. Still, there is insufficient knowledge on the (differential) effectiveness different types prompts learning in such environments. The presented study experimentally compared effects two participants' judgment accuracy and processes a video-based simulation for skills context secondary mathematical argumentation focused learners either one indicator (conceptual prompts) or indicators their relation (interconnecting prompts). Results indicate effectively supported short interventions. While conceptual led to generally higher learning, interconnecting showed differential based prior knowledge. Besides highlighting prototypical these, results give indications teaching adaptive use simulation-based learning.

Language: Английский

Citations

25
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills DOI
Thorben Jansen, Jens Møller

Teaching and Teacher Education, Journal Year: 2021, Volume and Issue: 111, P. 103616 - 103616

Published: Dec. 31, 2021

Language: Английский

Citations

32
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study. DOI
Christoph Niepel, Herbert W. Marsh, Jiesi Guo

et al.

Journal of Educational Psychology, Journal Year: 2021, Volume and Issue: 114(6), P. 1380 - 1393

Published: Nov. 12, 2021

Academic self-concept and achievement have been found to be reciprocally related across time.However, existing research has focused on scores that averaged over long time-periods.For the first time, present study examined intraindividual (within-person) relations between momentary (state) lesson-specific perceived (i.e., selfreported comprehension) in students' everyday school life real time using intensive longitudinal data.We conducted an experience-sampling (e-diary) with 372 German secondary students Grades 9 10 a period of 3 weeks after each mathematics lesson.Multilevel confirmatory factor analyses confirmed two-factor between-level within-level structure state measures.We used dynamic structural equation modeling specify multilevel first-order vector autoregressive model examine achievement.We significant reciprocal effects academic lesson-to-lesson basis.Further, we these were independent gender, reasoning ability, or grades.We discuss implications for methodology, theory, practice educational psychology more generally. Educational Impact Implications StatementThis suggests perception their ability self-concept) directly influences comprehension achievement) from lesson lesson.In turn, is itself influenced by previous showing relations).Therefore, our results indicate makes substantial contribution development at school.

Language: Английский

Citations

29
Cognitive diagnosis of high school students’ set knowledge based on the DINA model DOI Creative Commons
Qi Mi, Xiaohui Wu, Zhaoyang Yin

et al.

Asian Journal for Mathematics Education, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 21, 2025

In recent years, scholars have increasingly focused on the cognitive diagnostic model, which is widely used in educational and psychological assessments. This study carries out a diagnosis of high school students’ understanding set knowledge via deterministic inputs, noisy “and” gate model (the DINA model). The results indicate that attributes attribute hierarchies established by this are reasonable. It observed 44.21% students exhibit proficiency all attributes, inseparable from fact fundamental knowledge, 89.25% mastery patterns belong to ideal patterns, indicates distribution relatively concentrated. research also further illustrate can compensate for shortcomings traditional tests provide more comprehensive assessment approach. Through diagnosis, teachers better understand situation learning conduct effective teaching learning.

Language: Английский

Citations

0
Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics DOI Creative Commons
Christian Kosel, Doris Holzberger, Tina Seidel

et al.

Frontiers in Education, Journal Year: 2021, Volume and Issue: 5

Published: Jan. 26, 2021

The paper addresses cognitive processes during a teacher's professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers an assessment situation. In eye-tracking experiment, participants watched authentic video classroom lesson were subsequently asked to assess five different students. Instead using typically reported averaged gaze data (e.g., number fixations), we used as indicator for visual behavior. extracted scanpath patterns, compared them qualitatively (common sub-pattern) quantitatively (scanpath entropy) between experts novices, related teachers' behavior their competence. Results show that scanpaths idiosyncratic more similar the same expertise group. Moreover, monitored all target students regularly made recurring scans re-adjust assessment. Lastly, this was quantified Shannon's entropy score. indicate experts' complex, involved frequent revisits students, transferred attention with equal probability. Experts' also statistically higher judgment accuracy.

Language: Английский

Citations

27