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Assessing teachers' educational knowledge: Construct specification and validation using mixed methods
Linninger, Christina Kunina-Habenicht, Olga Emmenlauer, Simone Dicke, Theresa Schulze-Stocker, Franziska Leutner, Detlev Seidel, Tina Terhart, Ewald Kunter, Mareike
Linninger, Christina
Kunina-Habenicht, Olga
Emmenlauer, Simone
Dicke, Theresa
Schulze-Stocker, Franziska
Leutner, Detlev
Seidel, Tina
Terhart, Ewald
Kunter, Mareike
Abstract
This paper presents two studies adding validity evidence to the assessment of educational knowledge (EK) measured by a recently developed test. The first study compared the test scores of a large sample of graduates from academic teacher education with those of a sample of first-semester teacher students. Results indicate higher scores for graduates in the majority of the test s six domains. Additionally, we gained validity evidence based on response processes by conducting 46 cognitive interviews in Study 2. Participants with different professional backgrounds stated their response strategies while taking the knowledge test. Among other results, analyses revealed that graduates and advanced students in teacher education were often familiar with item topics and solved items mostly by retrieving academic knowledge from memory. Overall, results add to previously gained evidence suggesting that test scores can be taken to measure EK mainly gained by university studies.
Keywords
Date
2015
Type
Journal article
Journal
Zeitschrift fuer Entwicklungspsychologie und Paedagogische Psychologie
Book
Volume
47
Issue
2
Page Range
72-83
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled