scispace - formally typeset
Search or ask a question
Author

Christine Aichele

Bio: Christine Aichele is an academic researcher from Leibniz Institute for Neurobiology. The author has contributed to research in topics: Competence (human resources) & Corporate social responsibility. The author has an hindex of 2, co-authored 3 publications receiving 11 citations.

Papers
More filters
Journal ArticleDOI
TL;DR: In this article, the authors discuss empirically unklar, ob a test nicht instruktionssensitiv oder ein Unterricht nicht effektiv war.
Abstract: Testergebnisse von Schulerinnen und Schulern dienen regelmasig als ein zentrales Kriterium fur die Beurteilung der Effektivitat von Schule und Unterricht. Gultige Ruckschlusse uber Schule und Unterricht setzen voraus, dass die eingesetzten Testinstrumente mogliche Effekte des Unterrichts auffangen konnen, also instruktionssensitiv sind. Jedoch wird diese Voraussetzung nur selten empirisch uberpruft. Somit bleibt mitunter unklar, ob ein Test nicht instruktionssensitiv oder ein Unterricht nicht effektiv war. Die Klarung dieser Frage erfordert die empirische Untersuchung der Instruktionssensitivitat der eingesetzten Tests und Items. Wahrend die Instruktionssensitivitat in den USA bereits seit Langem diskutiert wird, findet das Konzept im deutschsprachigen Diskurs bislang nur wenig Beachtung. Unsere Arbeit zielt daher darauf ab, das Konzept Instruktionssensitivitat in den deutschsprachigen Diskurs uber schulische Leistungsmessung einzubetten. Dazu werden drei Themenfelder behandelt, (a) der theoretische Hintergrund des Konzepts Instruktionssensitivitat, (b) die Messung von Instruktionssensitivitat sowie (c) die Identifikation von weiteren Forschungsbedarfen.

6 citations

Journal ArticleDOI
TL;DR: In this article, an examination of the dimensions of a competence model for sustainability management is presented, and it is shown that the dimensions differ with respect to the competence model's application in sustainability management.
Abstract: . The paper discusses an examination of the dimensions of a competence model for sustainability management. A central assumption is that the dimensions of the competence model differ accord...

4 citations

Book ChapterDOI
16 Feb 2020
TL;DR: In this paper, the influence of affective-motivational dispositions toward the performance of competence in sustainability management is measured using a simulation-based assessment, based on responses from 872 students and done by structural equation models.
Abstract: Only limited evidence exists to explain competence in sustainability management. In sustainability research, especially value-related constructs are emphasized to predict sustainable behaviour. In addition, theoretical-conceptual considerations toward competence and some empirical analyses of competence measurement highlight the potential of affective-motivational dispositions to explain the performance in competence tests. Therefore, this paper measures the influence of affective-motivational dispositions toward the performance of competence in sustainability management. To measure the performance of competence in sustainability management, a simulation-based assessment is used. Based on existing findings of previous research scales toward the declarative knowledge about sustainable development, sustainability management and business administration are used as control variables. The analyses based on responses from 872 students and are done by structural equation models. Besides the declarative knowledge about sustainable development, an aversion to sustainability has a significant influence on the performance of competence in sustainability management. The motivation to act sustainably as well as interest-based constructs show no significant results.

1 citations


Cited by
More filters
01 Jan 2006
TL;DR: For example, Standardi pružaju okvir koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima.
Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

3,905 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school science education (1026 students, 53 classes, Mage =※8.79 years, SDage= 0.49, 50% female).

13 citations

Journal ArticleDOI
TL;DR: In this article, the authors developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching, which was used to evaluate the effectiveness of teacher education courses on technology integration.

12 citations

Journal ArticleDOI
TL;DR: In this article, a small group of interested scholars have used generic, content-specific, and hybrid frameworks and classroom observation instruments to reflect on how collaboration can be enhanced in research on teaching quality.

11 citations

Journal ArticleDOI
19 Apr 2021
TL;DR: Higher education in Germany is characterized by specific historical cultural traditions stemming from von Humboldt's humanistic understanding of education as discussed by the authors. In this context, higher education focuses on specific historicalcultural traditions.
Abstract: Higher education in Germany is characterized by specific historicalcultural traditions stemming from von Humboldt’s humanistic understanding of education. In this context, higher education focuses ...

4 citations