How authenticity impacts validity
Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods
Bibliographic Data
| ID | 21715268 |
|---|---|
| Authors | Christoph Kulgemeyer (0000-0001-6659-8170, University of Bremen, corresponding author), Josef Riese (0000-0003-2927-2619, Paderborn University), Christoph Vogelsang (0000-0002-5804-1855, Paderborn University), David Buschhüter (0000-0002-7622-7549, University of Potsdam), Andreas Borowski (0000-0002-9502-0420, University of Potsdam), Anna Weißbach (0000-0003-1183-971X, University of Bremen), Melanie Jordans (RWTH Aachen University), Peter Reinhold (Paderborn University), Horst Schecker (0000-0003-0594-250X, University of Bremen) |
| Year | 2023 |
| Volume | 26 |
| Issue | 3 |
| Pages | 601-625 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Zeitschrift für Erziehungswissenschaft (JOURNAL) |
| Journal identifiers | ISSN: 1434-663X • E-ISSN: 1862-5215 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11618-023-01154-y |
| PMID | 37359180 |
| OpenAlex | W4379799918 |
| Language | EN |
| Citations received | 3 |
| References cited | 59 |
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting
Authentic assessment · Curriculum · Educational assessment · Mathematics education · Medical education · Pedagogy · Computer Science · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
The Coactiv Model of Teachers’ Professional Competence
The assessment of clinical skills/competence/performance
Redefining teaching, re‐imagining teacher education
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
Beyond Dichotomies
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Assessment of clinical competence using objective structured examination.
Wie wirkt Lehrerbildung? Forschungsprobleme und Gestaltungsfragen
From substitution to redefinition
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
Enhancing Teacher Education with Simulations
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Knowledge and Teaching
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Situated Cognition and the Culture of Learning
It Is Complicated
Core Practices and Pedagogies of Teacher Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |