Comparing Assessment Methods of Attribute Importance in Teachers’ Decisions

The Importance of Different Criteria for Tracking Recommendations after Primary School

Bibliographic Data

ID22049348
AuthorsKatrin Lintorf (0000-0003-1270-1835, University of Cologne, corresponding author), Stefanie van Ophuysen (0000-0002-7829-3363, University of Münster), Igor Osipov (0000-0001-7697-1629, University of Wuppertal)
Year2021
Volume11
Issue10
Pages566
Publication date2021-09-23
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11100566
OpenAlexW3199808592
LanguageEN
Citations received1
References cited36

The importance of different criteria for tracking recommendations is usually inferred using regression weights as a cross-student measure. The few studies that have applied alternative approaches or differentiated between student groups sometimes reach different conclusions. According to research on judgment and decision making (JDM), different methods operationalize different facets of importance. Given this, we investigate whether the importance of criteria for tracking recommendations depends on a direct vs. indirect operationalization (regression weights vs. ratings). A total of 181 teachers selected four students from their most recent fourth-grade class using a 2 × 2 design (certain vs. uncertain qualification for the Realschule (vocational track) vs. the Gymnasium (academic track)). Then, they reported on the level and the importance of predetermined criteria for each student. Contrary to JDM research, we found few method-related differences, but striking differences between cases with a certain vs. an uncertain qualification. For the latter, the importance of the criteria is more homogeneous, the regression prediction is less successful and the importance varies with the dependent variable in the regression (actual recommendation vs. perceived qualification). We conclude that further research should focus on uncertain cases rather than method-related differences and suspect that, in uncertain cases, the formation of the recommendation is a multistage decision process

Linear regression · Mathematics education · Operationalization · Pedagogy · Regression · Regression analysis · Statistics · Suspect · Variables · Vocational education · Computer Science · Mathematics · Psychology · Psychometric Methodologies and Testing · Reliability and Agreement in Measurement · School Choice and Performance · Artificial Intelligence

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