Christiane Kuhn
Dados Biográficos
| ID | 3655192 |
|---|---|
| NOME | Christiane Kuhn |
| PRENOMES | Christiane |
| SOBRENOME | Kuhn |
| ASSINATURA | KUHN C |
| AFILIAÇÕES | Johannes Gutenberg University Mainz |
| ORCID | 0000-0003-1876-1249 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
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…
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…
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 …
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…
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
Messung Akademisch Vermittelter Kompetenzen Von Studierenden und Hochschulabsolventen
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 …
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…
Modeling and Measuring Competencies in Higher Education
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 …
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…
Modeling and Measuring Competencies in Higher Education
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
Messung Akademisch Vermittelter Kompetenzen Von Studierenden und Hochschulabsolventen
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…
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 …
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…
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…
Computer Science (7 obras) · Psychology (6 obras) · Mathematics education (4 obras) · Education (3 obras) · Educational evaluation (3 obras) · higher (3 obras) · Artificial Intelligence (2 obras) · Comparative education (2 obras) · Competency Development and Evaluation (2 obras) · Corporate Management and Leadership (2 obras)