Olga Zlatkin‐troitschanskaia
Dados Biográficos
| ID | 2747278 |
|---|---|
| NOME | Olga Zlatkin‐troitschanskaia |
| PRENOMES | Olga |
| SOBRENOME | Zlatkin‐troitschanskaia |
| ASSINATURA | TROITSCHANSKAIA O Z |
| AFILIAÇÕES | Johannes Gutenberg University Mainz |
| ORCID | 0000-0002-7431-9538 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
The relation between critical online reasoning skills of first-semester university students and their epistemological beliefs
The ability to competently research and critically evaluate online information is essential for students, yet many struggle to identify reliable sources. Prior research has identified links between students’ Epistemological Beliefs (EBs) and their engagement with critical thinking, as well as their ability to evaluate arguments and information. This study examines the relation of EBs, students’ self-reported critical online reasoning (COR) skills…
Critical Handling of Online Information by Prospective Teachers
Using digital tools in teacher education for fostering instructional competence among (pre-service) teachers
Teachers’ instructional competence to integrate information and communication technology into the classroom has become essential. However, teachers often lack the disposition to put these corresponding demands into practice. Recent research proposes that the use of (digital) learning tools in teacher education can help to promote the required content-specific and generic dispositions at an early stage. Following the critical discourse of competen…
Prompt engineering as a new 21st century skill
Artificial Intelligence (AI) promises to revolutionize nearly every aspect of human learning. However, users have observed that the efficacy of AI assistants hinges crucially on the quality of the prompts supplied to them. A slight alteration in wording can make the difference between an assistant misinterpreting an instruction and exceeding expectations. The skill of precisely communicating the essence of a problem to an AI assistant is as cruci…
Estimating the dimensionality of learning
Psychometrics traditionally has assumed that the changes occurring during learning have the same dimensionality as the targeted construct. This approach is akin to understanding learning as climbing a mountain: for each ability a student can increase their ability, decrease it, or not change it. However, an alternative approach has recently been suggested – learning score analysis. This analysis is grounded in the assumption that students “slide …
Global Education without Walls
Increasingly, students use the internet for self-directed learning in higher education, requiring them to develop skills to determine which information is reliable and accurate. Although the need to understand, evaluate, and promote such skills is crucial, little is known about the students’ search for and use of online sources (and the key influences of those sources) in higher education. Current research indicates both that students need specif…
Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education
Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning too…
The transfer of digitalized teaching-learning and assessment tools in higher education
Digital technology has emerged as a key topic in the context of digital transformation in educational systems (Selwyn 2012) and of recent teaching and learning challenges associated with the COVID-19 pandemic (Carrillo and Flores 2020).As such, it is also central to higher education.The ways in which digital technology can effectively support assessment and teaching and learning in higher education are recognized as particularly relevant to educa…
Validation of newly developed tasks for the assessment of generic Critical Online Reasoning (COR) of university students and graduates
In recent decades, the acquisition of information has evolved substantially and fundamentally affects students’ use of information, so that the Internet has become one of the most important sources of information for learning. However, learning with freely accessible online resources also poses challenges, such as vast amounts of partially unstructured, untrustworthy, or biased information. To successfully learn by using the Internet, students th…
Improving study admission through entry diagnostics using a validated subject-specific test
According to teaching-learning theories, interventions in educational practice require a valid diagnosis of students’ learning preconditions. Cognitive dispositions at the beginning of studies are the strongest predictor of knowledge acquisition. In the context of increasing numbers of beginning students with heterogeneous preconditions, valid entry diagnostics are indispensable to inform education practitioners about students’ study-related prec…
Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics
To teach effectively, teachers need subject-specific knowledge, such as content knowledge and pedagogical content knowledge, but also an ability to apply that knowledge to master demanding classroom situations. However, there is no consensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In…
The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education
There is little research on the study success factors of refugee students in higher education. One approach to meeting the growing global demands is to provide online education specifically for refugees. This study examines specific personal characteristics of refugee students and their influence on success and retention in online education. Individual factors such as intrinsic motivation and language proficiency, cognitive functioning, and socio…
How migration background affects master degree students’ knowledge of business and economics
In this study, we examine the knowledge of students in a master program in business and economics and explore whether migration-specific influences can be determined. We tested the knowledge of 1,451 students from 40 universities in Germany in the content areas of accounting, finance, and microeconomics. Migration background had a significant influence on the knowledge of master degree students in these three areas. Based on our empirical results…
The relationship between medical students’ media use and learning progress
The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from 'information overload', and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influ…
Progressions in Learning in the Age of (Mis)Information (PLATO) – Advances in Higher Education Learning Research
In the 21st century, using the Internet for learning has become one of the most crucial factors of students’ study success in higher education (HE). Students use formally approved HE learning mater
The gap between knowledge and belief
One of the central challenges educators face today, especially in higher education, is the gap between warranted (domain-specific) knowledge and the prior beliefs students hold about certain concepts and phenomena (preconceptions). In the Internet age, students often self-directedly acquire knowledge from an increasingly large number of contradictory sources of information, many of which are biased or untrustworthy. Based on existing research, th…
Students’ online information use and learning progress in higher education – A critical literature review
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strate…
Performance Assessment of Critical Thinking
Enhancing students’ critical thinking (CT) skills is an essential goal of higher education. This article presents a systematic approach to conceptualizing and measuring CT. CT generally comprises the following mental processes: identifying, evaluating, and analyzing a problem; interpreting information; synthesizing evidence; and reporting a conclusion. We further posit that CT also involves dealing with dilemmas involving ambiguity or conflicts a…
Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine
The digital and information age has fundamentally transformed the way in which students learn and the study material they have at their disposal, especially in higher education. Students need to possess a number of higher-order cognitive and metacognitive skills, including effective information processing and critical reasoning to be able to navigate the Internet and use online sources, even those found outside of academically curated domains and…
Automated Scoring of Teachers’ Pedagogical Content Knowledge – A Comparison Between Human and Machine Scoring
To validly assess teachers’ pedagogical content knowledge (PCK), performance-based tasks with open-response formats are required. Automated scoring is considered an appropriate ap-proach to reduce the resource-intensity of human scoring and to achieve more consistent scor-ing results than human raters. The focus is on the comparability of human and automated scor-ing of PCK for economics teachers. The answers of (prospective) teachers (N=852) to …
Assessing University Students' Critical Online Reasoning Ability
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textb…
How Do University Students’ Web Search Behavior, Website Characteristics, and the Interaction of Both Influence Students’ Critical Online Reasoning
The Internet has become one of the main sources of information for university students’ learning. Since anyone can disseminate content online, however, the Internet is full of irrelevant, biased, or even false information. Thus, students’ ability to use online information in a critical-reflective manner is of crucial importance. In our study, we used a framework for the assessment of students’ critical online reasoning (COR) to measure university…
Validity and fairness of a new entry diagnostics test in higher education economics
Entry Assessment of Student Learning Preconditions in Higher Education
The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. There…
Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience
In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge …
The international state of research on measurement of competency in higher education
With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a …
Global Education without Walls
Increasingly, students use the internet for self-directed learning in higher education, requiring them to develop skills to determine which information is reliable and accurate. Although the need to understand, evaluate, and promote such skills is crucial, little is known about the students’ search for and use of online sources (and the key influences of those sources) in higher education. Current research indicates both that students need specif…
Assessing the previous economic knowledge of beginning students in Germany
Study-related prior knowledge plays a decisive role in business and economics degree courses. Prior knowledge has a significant influence on knowledge acquisition in higher education, and teachers need information on it to plan their introductory courses accordingly. Very few studies have been conducted of first-year students’ prior economic knowledge or differences among students in such knowledge. In this article, the prior economic knowledge a…
Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience
In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge …
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
Modeling and Measuring Competencies in Higher Education
Measuring competencies acquired over the course of higher education is an area of research that largely has been neglected. This deficit can be attributed to the complexity of academic competencies since the variety of institutions, programs, occupational fields and job requirements render it difficult to define and even harder to measure outcomes. Thus, assessing the preconditions for and effects of competency development is a challenge methodol…
Effects of prior economic education, native language, and gender on economic knowledge of first-year students in higher education. A comparative study between Germany and the USA
The assessment of university students’ economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students’ economic knowledge have been highlighted since long. However, the findings are often only available within countries and focus on students who are at different levels of their st…
Competency Research in Higher Education
Olga Zlatkin-Troitschanskaiaa*, Sigrid Blömekeb & Hans Anand Pantca Johannes Gutenberg University Mainzb University of Osloc Humboldt University of Berlin
Gender Effects in Assessment of Economic Knowledge and Understanding
Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students’ economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects c…
The international state of research on measurement of competency in higher education
With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a …
Messung akademisch vermittelter Kompetenzen von Studierenden und Hochschulabsolventen
Dieses systematische Review gibt einen Überblick über nationale und internationale Assessmentpraxis und bietet eine umfassende und exklusive Informationsgrundlage. Im Auftrag des BMBF haben die AutorI
Messung Akademisch Vermittelter Kompetenzen Von Studierenden und Hochschulabsolventen
Macroeconomic knowledge of higher education students in Germany and Japan – a multilevel analysis of contextual and personal effects
Recent trends towards harmonising and internationalising business and economics studies in higher education are affecting the structure and content of programmes and courses, and necessitate more transparent and comparable information on students’ economic knowledge and skills. In this study, we examine by linear multilevel regression modelling the current state of macroeconomic knowledge of higher education students in Germany and Japan, while c…
Assessing student learning outcomes in higher education
Profound structural and programmatic changes in higher education, due in part to globalisation and the harmonisation of educational structures and study models (Lucena et al. 2008; Brennan, Patel
Assessing the previous economic knowledge of beginning students in Germany
Study-related prior knowledge plays a decisive role in business and economics degree courses. Prior knowledge has a significant influence on knowledge acquisition in higher education, and teachers need information on it to plan their introductory courses accordingly. Very few studies have been conducted of first-year students’ prior economic knowledge or differences among students in such knowledge. In this article, the prior economic knowledge a…
Modeling and Measuring Competencies in Higher Education
Strukturanalyse eines kognitiven Messinstruments im Multiple Choice-Format
Despite considerable progress in the development of computer-based, simulative, and adaptive assessment tools, traditional paper-pencil performance tests are predominantly used in education research and practice. On closer examination, however, the internal structure of these tests reveals aspects that remain unnoticed if only standard testing parameters, usually determined in pilot studies, are considered for the assessment. We use the German ve…
Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience
In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge …
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
The Governance, Policy and Strategy of Learning Outcomes Assessment in Higher Education
Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics
BACKGROUND: 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 d…
Advantages and challenges of performance assessment of student learning in higher education
On the complementarity of holistic and analytic approaches to performance assessment scoring
BackgroundA holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.Aims and MethodTherefore, we take an analytic approach to scoring students' written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches…
Performance Assessment of Critical Thinking
Enhancing students’ critical thinking (CT) skills is an essential goal of higher education. This article presents a systematic approach to conceptualizing and measuring CT. CT generally comprises the following mental processes: identifying, evaluating, and analyzing a problem; interpreting information; synthesizing evidence; and reporting a conclusion. We further posit that CT also involves dealing with dilemmas involving ambiguity or conflicts a…
Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine
The digital and information age has fundamentally transformed the way in which students learn and the study material they have at their disposal, especially in higher education. Students need to possess a number of higher-order cognitive and metacognitive skills, including effective information processing and critical reasoning to be able to navigate the Internet and use online sources, even those found outside of academically curated domains and…
Automated Scoring of Teachers’ Pedagogical Content Knowledge – A Comparison Between Human and Machine Scoring
To validly assess teachers’ pedagogical content knowledge (PCK), performance-based tasks with open-response formats are required. Automated scoring is considered an appropriate ap-proach to reduce the resource-intensity of human scoring and to achieve more consistent scor-ing results than human raters. The focus is on the comparability of human and automated scor-ing of PCK for economics teachers. The answers of (prospective) teachers (N=852) to …
Assessing University Students' Critical Online Reasoning Ability
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textb…
How Do University Students’ Web Search Behavior, Website Characteristics, and the Interaction of Both Influence Students’ Critical Online Reasoning
The Internet has become one of the main sources of information for university students’ learning. Since anyone can disseminate content online, however, the Internet is full of irrelevant, biased, or even false information. Thus, students’ ability to use online information in a critical-reflective manner is of crucial importance. In our study, we used a framework for the assessment of students’ critical online reasoning (COR) to measure university…
Validity and fairness of a new entry diagnostics test in higher education economics
Entry Assessment of Student Learning Preconditions in Higher Education
The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. There…
Psychology (35 obras) · Computer Science (25 obras) · Mathematics education (24 obras) · Higher education (18 obras) · Pedagogy (15 obras) · Political science (14 obras) · Educational Strategies and Epistemologies (10 obras) · Artificial Intelligence (9 obras) · Medicine (9 obras) · Student Assessment and Feedback (9 obras)