Competence Assessment in Education: Research, Models and Instruments PDF
Preview Competence Assessment in Education: Research, Models and Instruments
Methodology of Educational Measurement and Assessment Detlev Leutner Jens Fleischer Juliane Grünkorn Eckhard Klieme E ditors Competence Assessment in Education Research, Models and Instruments Methodology of Educational Measurement and Assessment Series editors Bernard Veldkamp, Research Center for Examinations and Certification (RCEC), University of Twente, Enschede, The Netherlands Matthias von Davier, National Board of Medical Examiners (NBME), Philadelphia, USA1 1 This work was conducted while M. von Davier was employed with Educational Testing Service. This new book series collates key contributions to a fast-developing field of education research. It is an international forum for theoretical and empirical studies exploring new and existing methods of collecting, analyzing, and reporting data from educational measurements and assessments. Covering a high-profile topic from multiple viewpoints, it aims to foster a broader understanding of fresh developments as innovative software tools and new concepts such as competency models and skills diagnosis continue to gain traction in educational institutions around the world. Methodology of Educational Measurement and Assessment offers readers reliable critical evaluations, reviews and comparisons of existing methodologies alongside authoritative analysis and commentary on new and emerging approaches. It will showcase empirical research on applications, examine issues such as reliability, validity, and comparability, and help keep readers up to speed on developments in statistical modeling approaches. The fully peer-reviewed publications in the series cover measurement and assessment at all levels of education and feature work by academics and education professionals from around the world. Providing an authoritative central clearing-house for research in a core sector in education, the series forms a major contribution to the international literature. More information about this series at http://www.springer.com/series/13206 Detlev Leutner • Jens Fleischer Juliane Grünkorn • Eckhard Klieme Editors Competence Assessment in Education Research, Models and Instruments Editors Detlev Leutner Jens Fleischer Faculty of Educational Sciences, Faculty of Educational Sciences, Department of Instructional Psychology Department of Instructional Psychology University of Duisburg-Essen University of Duisburg-Essen Essen, Germany Essen, Germany Juliane Grünkorn Eckhard Klieme German Institute for International German Institute for International Educational Research (DIPF) Educational Research (DIPF) Frankfurt/Main, Germany Frankfurt/Main, Germany ISSN 2367-170X ISSN 2367-1718 (electronic) Methodology of Educational Measurement and Assessment ISBN 978-3-319-50028-7 ISBN 978-3-319-50030-0 (eBook) DOI 10.1007/978-3-319-50030-0 Library of Congress Control Number: 2017935541 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Contents 1 Competence Assessment in Education: An Introduction .................... 1 Detlev Leutner, Jens Fleischer, Juliane Grünkorn, and Eckhard Klieme Part I Modeling and Assessing Student Competencies 2 Science-P I: Modeling Conceptual Understanding in Primary School ................................................................................... 9 Judith Pollmeier, Steffen Tröbst, Ilonca Hardy, Kornelia Möller, Thilo Kleickmann, Astrid Jurecka, and Knut Schwippert 3 Science-P II: Modeling Scientific Reasoning in Primary School ................................................................................... 19 Susanne Koerber, Beate Sodian, Christopher Osterhaus, Daniela Mayer, Nicola Kropf, and Knut Schwippert 4 The Heidelberg Inventory of Geographic System Competency Model ................................................................................. 31 Kathrin Viehrig, Alexander Siegmund, Joachim Funke, Sascha Wüstenberg, and Samuel Greiff 5 An Extended Model of Literary Literacy ............................................. 55 Christel Meier, Thorsten Roick, Sofie Henschel, Jörn Brüggemann, Volker Frederking, Adelheid Rieder, Volker Gerner, and Petra Stanat 6 Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training ............................... 75 Joachim Wirth, Melanie Schütte, Jessica Wixfort, and Detlev Leutner v vi Contents Part II Modeling and Assessing Teacher Competencies 7 Investigating Pre-service Teachers’ Professional Vision Within University-Based Teacher Education ....................................... 93 Tina Seidel, Kathleen Stürmer, Manfred Prenzel, Gloria Jahn, and Stefanie Schäfer 8 Teacher Knowledge Experiment: Conditions of the Development of Pedagogical Content Knowledge ..................... 111 Thilo Kleickmann, Steffen Tröbst, Aiso Heinze, Andrea Bernholt, Roland Rink, and Mareike Kunter 9 Teachers’ School Tracking Decisions .................................................... 131 Ines Böhmer, Cornelia Gräsel, Sabine Krolak-Schwerdt, Thomas Hörstermann, and Sabine Glock 10 Modeling, Measuring, and Training Teachers’ Counseling and Diagnostic Competencies ................................................................ 149 Mara Gerich, Monika Trittel, Simone Bruder, Julia Klug, Silke Hertel, Regina Bruder, and Bernhard Schmitz 11 Development and Evaluation of a Competence Model for Teaching Integrative Processing of Texts and Pictures (BiTe) ............................ 167 Annika Ohle, Nele McElvany, Britta Oerke, Wolfgang Schnotz, Inga Wagner, Holger Horz, Mark Ullrich, and Jürgen Baumert Part III Modeling and Assessing Vocational Competencies and Adult Learning 12 Multidimensional Competency Assessments and Structures in VET ............................................................................ 183 Tobias Gschwendtner, Stephan Abele, Thomas Schmidt, and Reinhold Nickolaus 13 Professional Competencies of Building Trade Apprentices After Their First Year of Training ......................................................... 203 Kerstin Norwig, Cordula Petsch, and Reinhold Nickolaus 14 Assessing Tomorrow’s Potential: A Competence Measuring Approach in Vocational Education and Training ............. 221 Viola Katharina Klotz and Esther Winther Part IV C ompetency Development: Modeling of Change and Training of Competencies 15 The Development of Students’ Physics Competence in Middle School ...................................................................................... 247 Susanne Weßnigk, Knut Neumann, Tobias Viering, David Hadinek, and Hans E. Fischer Contents vii 16 Modeling and Fostering Decision-Making Competencies Regarding Challenging Issues of Sustainable Development ............... 263 Susanne Bögeholz, Sabina Eggert, Carolin Ziese, and Marcus Hasselhorn 17 Metacognitive Knowledge in Secondary School Students: Assessment, Structure, and Developmental Change ............................ 285 Wolfgang Schneider, Klaus Lingel, Cordula Artelt, and Nora Neuenhaus 18 Development of Dynamic Usage of Strategies for Integrating Text and Picture Information in Secondary Schools ........................... 303 Wolfgang Schnotz, Inga Wagner, Fang Zhao, Mark Ullrich, Holger Horz, Nele McElvany, Annika Ohle, and Jürgen Baumert 19 Training in Components of Problem-Solving Competence: An Experimental Study of Aspects of the Cognitive Potential Exploitation Hypothesis.......................................................................... 315 Florian Buchwald, Jens Fleischer, Stefan Rumann, Joachim Wirth, and Detlev Leutner 20 An Intensive Longitudinal Study of the Development of Student Achievement over Two Years (LUISE) ............................... 333 Gizem Hülür, Fidan Gasimova, Alexander Robitzsch, and Oliver Wilhelm Part V Innovations in Psychometric Models and Computer-Based Assessment 21 Multidimensional Structures of Competencies: Focusing on Text Comprehension in English as a Foreign Language ................ 357 Johannes Hartig and Claudia Harsch 22 Multidimensional Adaptive Measurement of Competencies .............. 369 Andreas Frey, Ulf Kroehne, Nicki-Nils Seitz, and Sebastian Born 23 Development, Validation, and Application of a Competence Model for Mathematical Problem Solving by Using and Translating Representations of Functions ................................................................. 389 Timo Leuders, Regina Bruder, Ulf Kroehne, Dominik Naccarella, Renate Nitsch, Jan Henning-Kahmann, Augustin Kelava, and Markus Wirtz 24 Relating Product Data to Process Data from Computer-Based Competency Assessment ......................................................................... 407 Frank Goldhammer, Johannes Naumann, Heiko Rölke, Annette Stelter, and Krisztina Tóth viii Contents 25 Dynamic Problem Solving: Multiple-Item Testing Based on Minimally Complex Systems ............................................................ 427 Joachim Funke and Samuel Greiff Part VI F eedback From Competency Assessment: Concepts, Conditions and Consequences 26 Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project ............................................................................... 447 Katrin Rakoczy, Eckhard Klieme, Dominik Leiß, and Werner Blum 27 Arguing Validity in Educational Assessment ........................................ 469 Simon P. Tiffin-Richards and Hans Anand Pant 28 Evaluating Prerequisites for the Development of a Dynamic Test of Reading Competence: Feedback Effects on Reading Comprehension in Children .................................. 487 Tobias Dörfler, Stefanie Golke, and Cordula Artelt Chapter 1 Competence Assessment in Education: An Introduction Detlev Leutner, Jens Fleischer, Juliane Grünkorn, and Eckhard Klieme Abstract In this chapter, the structure and the specific research areas of the German DFG-Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” are briefly described, in order to provide a background for the following chapters, which describe various individual projects of this Priority Program. The chapters have been organized into six the- matic parts. Keywords Competencies • Assessment • DFG-Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” 1.1 The German DFG-Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” In the past few decades, educational systems worldwide have been moving towards evidence-based policy and practice (e.g., Slavin 2002), where “evidence” often implies empirical assessment of students’ competencies as the main outcome of education at school. Thus, the assessment of competencies plays a key role in opti- mizing educational processes and improving the effectiveness of educational sys- tems. However, the theoretically and empirically adequate assessment of competencies in educational settings is a challenging endeavor that is often under- estimated by policy makers and practitioners. D. Leutner (*) • J. Fleischer Faculty of Educational Sciences, Department of Instructional Psychology, University of Duisburg-Essen, Essen, Germany e-mail: [email protected]; [email protected] J. Grünkorn • E. Klieme German Institute for International Educational Research (DIPF), Frankfurt/Main, Germany e-mail: [email protected]; [email protected] © Springer International Publishing AG 2017 1 D. Leutner et al. (eds.), Competence Assessment in Education, Methodology of Educational Measurement and Assessment, DOI 10.1007/978-3-319-50030-0_1
The list of books you might like
