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ERIC Number: EJ1217618
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1530-5058
EISSN: N/A
Evaluating a Technology-Based Assessment (TBA) to Measure Teachers' Action-Related and Reflective Skills
Zlatkin-Troitschanskaia, Olga; Kuhn, Christiane; Brückner, Sebastian; Leighton, Jacqueline P.
International Journal of Testing, v19 n2 p148-171 2019
Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers' actions in different classroom situations. Based on the evidence-centered design model, we developed a technology-based assessment framework that enables differentiation between two essential teaching actions: action-related skills and reflective skills. Action-related skills are necessary to handle specific subject-related situations during instruction. Reflective skills are necessary to prepare and evaluate specific situations in pre- and postinstructional phases. In this article, we present the newly developed technology-based assessment to validly measure teaching performance, and we discuss validity evidence from cognitive interviews with teachers (novices and experts) using the think-aloud method, which indicates that the test takers' respective mental processes when solving action-related skills tasks are consistent with the theoretically assumed knowledge and skill components and depend on the different levels of teaching expertise.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A