Jan Hochweber

Bio: Jan Hochweber is an academic researcher from University of St. Gallen. The author has contributed to research in topics: Classroom management & Grading (education). The author has an hindex of 11, co-authored 24 publications receiving 452 citations.

Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?

Abstract: In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students’ learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality.

Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades.

Abstract: The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers’ classroom management. Based on a representative sample of 31,038 8th-grade students from 1,470 classrooms, multilevel regression analyses revealed that grades were less strongly related to students’ test scores and more strongly related to students’ effort in classrooms with an unfavorable academic composition (i.e., low average test performance). Classroom management was found to moderate the association between academic classroom composition and the parental education–grade relationship, indicating a noticeable grade advantage of students with high parental education in classrooms with both an unfavorable academic composition and ineffective classroom management. Our findings highlight the relevance of classroom composition and classroom management to research on teachers’ grading and point toward possible ways to improve current grading practices.

Standards for educational and psychological testing

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.

Assessing the Impact

Abstract: This section offers suggestions related to helping a student deal with bullying in schools, as well as creating an environment where that individual can easily return to the school community. It also mentions the significance of the method 'Shared Responsibility' in dealing with the situation.

Enhancing the quality of argument in school science: developing teachers' practice

Abstract: This article makes a case for why teaching about ‘ideas and evidence’ requires more attention t o the teaching of argument in school science. Based on research work at Kings’ College London conducted with local teachers, it outline s various practical methods and strategies b y which this might be achieved. The difficulties and obstacles are also explored. Why argument ? Contemporary science impinges directly upon man y aspects of people’s lives. Individuals and societies have to make personal and ethical decisions about a range of s ocio-scientific issues, such as genetic engineering, reproductive technologies and food safety, based on information available through the press and other media. Often accounts of ne w developments in s cience report contested claims. Evaluating such reports is not straightforward as it requires, for instance, the ability to assess whether the evidence is valid and reliable, to distinguis h correlations from causes or hypotheses from observations (Millar and Osborne, 1998). Within the context of a s ociety where scientific issues increasingly dominate the contemporary landscape (Beck, 1992; Giddens, 1999), there is an urgent need to improve the quality of y oung people’s understanding of the nature of scientific ‘argument’. Consequently, an important task for science education is to develop children’s ability to understand and practise valid ways of arguing in a s cientific context. They need to be able to recognise not onl y the strengths but also the limitations of s uc h arguments. In our work, then, we have sought to stud y whether the quality of y oung people’s ‘argument’ about scientific issues, and their critical capabilities, can be enhanced in science lessons. For instance, ca n the abilities to r eason, use and criticise argument within a scientific context be taught? And, perhaps more importantly, can these abilities be improved? This is what we are attempting to do in our project ‘Enhancing the Quality of Argument in School Science’ (EQuASS), funded by the Economic and Social Science Research Council. First, it is important to point out that by ‘argument’ we do not mean the pejorative use of the word wit h its confrontational connotations. We mean the putting forward of r easons where claims are justified b y relating them to the dat a on which they are based. Evidence for any claim consists of at least tw o components – dat a and warrants. Warrants are essentially the means by which the data are related t o claims providing the justification for belief. Thus the claim that diversity of species is a product of random variation and selection by the environment was supported originally by Darwin’s data on the variety of finches’ beaks found in the Galapagos. The warrant was that each adaptation gave each species a competitive advantage that ensured their survival on a particular island. A s imple representation of a n argument is provided by Toulmin (1958) (Figure 1).