Christin Siegfried
Biographic Data
| ID | 6875637 |
|---|---|
| NAME | Christin Siegfried |
| GIVEN NAMES | Christin |
| FAMILY NAME | Siegfried |
| SIGNATURE | SIEGFRIED C |
| AFFILIATIONS | Goethe University Frankfurt |
| ORCID | 0000-0002-0967-7224 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts
For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and…
Vocational Education and Training in the Age of Digitization: Challenges and Opportunities
Wirtschaftswissenschaftliche Lerngelegenheiten als notwendiger Bestandteil der universitären Ausbildung von allgemeinbildenden Lehramtsstudierenden in der Domäne Wirtschaft
Does a balanced test form regarding selected-response and constructed-response items overcome gender gap in test scores? An analysis of the format-gender relation in the test of economic-civic compete…
Studies indicate that male students outperform female students in economic literacy and that a specific item format (selected-response, constructed-response) favours either males or females. This study analyses the relationship between item format and gender in economic-civic competence using the WBK-T2 test (“revidierter Test zur wirtschaftsbürgerlichen Kompetenz”). The WBK-T2 encompasses 32 items, of which 53% have a selected-response format an…
Gender-specific differences in economic competence
Are multiple-choice items unfair? And if so, for whom
Due to their test economy and objective evaluability, multiple-choice items are used much more frequently to test knowledge than constructed-response questions. However, studies point out that dependencies may exist between the individual test result and the test format (multiple-choice or constructed-response). Studies testing economic knowledge (one dimension of economic competence) are using mainly multiple-choice items and indicate gender-spe…
Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts
For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and…
Are multiple-choice items unfair? And if so, for whom
Due to their test economy and objective evaluability, multiple-choice items are used much more frequently to test knowledge than constructed-response questions. However, studies point out that dependencies may exist between the individual test result and the test format (multiple-choice or constructed-response). Studies testing economic knowledge (one dimension of economic competence) are using mainly multiple-choice items and indicate gender-spe…
Wirtschaftswissenschaftliche Lerngelegenheiten als notwendiger Bestandteil der universitären Ausbildung von allgemeinbildenden Lehramtsstudierenden in der Domäne Wirtschaft
Does a balanced test form regarding selected-response and constructed-response items overcome gender gap in test scores? An analysis of the format-gender relation in the test of economic-civic compete…
Studies indicate that male students outperform female students in economic literacy and that a specific item format (selected-response, constructed-response) favours either males or females. This study analyses the relationship between item format and gender in economic-civic competence using the WBK-T2 test (“revidierter Test zur wirtschaftsbürgerlichen Kompetenz”). The WBK-T2 encompasses 32 items, of which 53% have a selected-response format an…
Gender-specific differences in economic competence
Are multiple-choice items unfair? And if so, for whom
Due to their test economy and objective evaluability, multiple-choice items are used much more frequently to test knowledge than constructed-response questions. However, studies point out that dependencies may exist between the individual test result and the test format (multiple-choice or constructed-response). Studies testing economic knowledge (one dimension of economic competence) are using mainly multiple-choice items and indicate gender-spe…
Vocational Education and Training in the Age of Digitization: Challenges and Opportunities
Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts
For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and…
Psychology (5 works) · Competence (human resources (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Education Methods and Technologies (2 works) · Higher Education and Employability (2 works) · Innovations in Educational Methods (2 works) · Mathematics (2 works) · Mathematics education (2 works) · Medical education (2 works)