Sensitivity of test items to teaching quality
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).
About: This article is published in Learning and Instruction.The article was published on 2019-04-01 and is currently open access. It has received 13 citations till now. The article focuses on the topics: Test score & Test (assessment).
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TL;DR: The study focuses on students’ perceptions of three areas related to 21st-century skills: learning skills, collaboration dispositions, and skills to use ICT, which show that the three areas evolved in different ways.
42 citations
07 Nov 2019
9 citations
TL;DR: Although consistency in teacher effectiveness has attracted scholarly interest since the 1960s, revived interest in differential teacher effectiveness is recently witnessed, with empirical studies as mentioned in this paper, with empirical evidence of teacher effectiveness.
Abstract: Although consistency in teacher effectiveness has attracted scholarly interest since the 1960s, revived interest in differential teacher effectiveness is recently witnessed, with empirical ...
6 citations
01 Dec 2020
TL;DR: In this paper, the authors discuss the Bedeutung der Dimensionen Klassenfuhrung, konstruktive unterstutzung, and kognitive Aktivierung fur erfolgreiche Lernprozesse.
Abstract: Die Bedeutung der Dimensionen Klassenfuhrung, konstruktive Unterstutzung und kognitive Aktivierung fur erfolgreiche Lernprozesse von Schuler(inne)n ist Gegenstand aktueller Studien zum Unterricht unterschiedlicher Facher. In Large-Scale-Studien wird der Unterricht haufig aus der Perspektive von Schuler(inne)n eingeschatzt. Die Validitat dieser Einschatzungen wird kritisch diskutiert. Im Rahmen der Internationalen Grundschul-Lese-Untersuchung 2016 (IGLU) wurden Viertklassler(innen) gebeten, ihren Deutschunterricht hinsichtlich einiger Merkmale einzuschatzen, die diesen drei Dimensionen zugeordnet werden konnen. In der vorliegenden Studie wird zur Prufung der Validitat dieser Einschatzungen untersucht, ob die Kinder in ihren Urteilen zwischen den drei Dimensionen differenzieren und ob sich Zusammenhange zwischen den Einschatzungen und der Leseleistung der Grundschuler(innen) zeigen. Die Datengrundlage der Untersuchung bilden Angaben der im Rahmen von IGLU 2016 befragten Viertklassler(innen) (N = 3797, 192 Klassen) und die Leistungswerte aus dem IGLU-Lesetest. Mittels konfirmatorischer Mehrebenen-Faktorenanalysen wird gepruft, ob sich eine Struktur mit drei Faktoren in den Daten aus den Fragebogenerhebungen findet. Die Zusammenhange mit der Leistung werden mithilfe von doppelt-latenten Mehrebenen-Regressionsmodellen geschatzt. Die drei Dimensionen lassen sich mit den Daten abbilden. Zudem hangt die Einschatzung der Klassenfuhrung auf individueller Ebene und auf Klassenebene mit der Leseleistung zusammen. Die Einschatzung der kognitiven Aktivierung hangt auf Klassenebene mit der Leistung zusammen. Fur die konstruktive Unterstutzung lasst sich auf individueller Ebene ein bedeutsamer Zusammenhang nachweisen. Werden die drei Dimensionen gemeinsam in einem Modell betrachtet, sind die Zusammenhange mit der Leistung auf Klassenebene nicht mehr nachzuweisen.
4 citations
Cites background from "Sensitivity of test items to teachi..."
...In weiterführenden Studien wäre zu prüfen, ob sich das gefundene Zusammenhangsmuster auch für Leistungen in anderen Kompetenzbereichen zeigt (vgl. Naumann et al. 2019)....
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01 Jan 2023
TL;DR: In this paper , the authors bring together two contrasting paradigms: teaching effectiveness research (TER) and practice theories, which aim at reconstructing classroom practice to gain an understanding of the social order in the classroom without a priori assumptions regarding their desirability.
Abstract: Abstract In research on teaching, there is a tension between the intention to provide educational practice with clear and convertible recommendations and the wish to do justice to the whole complexity, contingency, uncertainty and ambiguity of social interactions. Multiple research paradigms address this tension in different ways. The chapter brings together two such contrasting paradigms: Teaching Effectiveness Research (TER), which uses quantitative methods for explaining and predicting criteria of “teaching success” with characteristics of teaching, and practice theories , which aim at reconstructing classroom practice to gain an understanding of the social order in the classroom without a priori assumptions regarding their desirability. Presenting a specific instantiation of TER, the Theory of Basic Dimensions of Teaching Quality (TBD), the chapter elaborates on two major limitations of TER in general, and TBD in particular: a simplistic concept of relations between teaching and learning and a lack of understanding of the dynamics of classroom interaction. To better understand, and to some extent overcome these limitations, the chapter critically reflects on TER/TBD by contrasting it with a practice theoretical perspective. Using these two paradigms, the paper advances the idea that the dialogue between paradigms can be inspiring for empirical research and theory-building.
3 citations
References
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01 Jan 1995TL;DR: Detailed notes on Bayesian Computation Basics of Markov Chain Simulation, Regression Models, and Asymptotic Theorems are provided.
Abstract: FUNDAMENTALS OF BAYESIAN INFERENCE Probability and Inference Single-Parameter Models Introduction to Multiparameter Models Asymptotics and Connections to Non-Bayesian Approaches Hierarchical Models FUNDAMENTALS OF BAYESIAN DATA ANALYSIS Model Checking Evaluating, Comparing, and Expanding Models Modeling Accounting for Data Collection Decision Analysis ADVANCED COMPUTATION Introduction to Bayesian Computation Basics of Markov Chain Simulation Computationally Efficient Markov Chain Simulation Modal and Distributional Approximations REGRESSION MODELS Introduction to Regression Models Hierarchical Linear Models Generalized Linear Models Models for Robust Inference Models for Missing Data NONLINEAR AND NONPARAMETRIC MODELS Parametric Nonlinear Models Basic Function Models Gaussian Process Models Finite Mixture Models Dirichlet Process Models APPENDICES A: Standard Probability Distributions B: Outline of Proofs of Asymptotic Theorems C: Computation in R and Stan Bibliographic Notes and Exercises appear at the end of each chapter.
16,079 citations
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
5,199 citations
01 Jan 2003
TL;DR: JAGS is a program for Bayesian Graphical modelling which aims for compatibility with Classic BUGS and could eventually be developed as an R package.
Abstract: JAGS is a program for Bayesian Graphical modelling which aims for compatibility with Classic BUGS. The program could eventually be developed as an R package. This article explains the motivations for this program, briefly describes the architecture and then discusses some ideas for a vectorized form of the BUGS language.
4,548 citations
TL;DR: In this paper, an unidimensional latent trait model for responses scored in two or more ordered categories is developed, which can be viewed as an extension of Andrich's Rating Scale model to situations in which ordered response alternatives are free to vary in number and structure from item to item.
Abstract: A unidimensional latent trait model for responses scored in two or more ordered categories is developed. This “Partial Credit” model is a member of the family of latent trait models which share the property of parameter separability and so permit “specifically objective” comparisons of persons and items. The model can be viewed as an extension of Andrich's Rating Scale model to situations in which ordered response alternatives are free to vary in number and structure from item to item. The difference between the parameters in this model and the “category boundaries” in Samejima's Graded Response model is demonstrated. An unconditional maximum likelihood procedure for estimating the model parameters is developed.
3,368 citations