Journal ArticleDOI
Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model
Stephanie Herppich,Anna-Katharina Praetorius,Natalie Förster,Inga Glogger-Frey,Karina Karst,Detlev Leutner,Lars Behrmann,Matthias Böhmer,Stefan Ufer,Julia Klug,Andreas Hetmanek,Annika Ohle,Ines Böhmer,Constance Karing,Johanna Kaiser,Anna Südkamp +15 more
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TLDR
A new model of teachers' assessment competence is presented, based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully cope with specific situations.About:
This article is published in Teaching and Teacher Education.The article was published on 2017-12-01. It has received 127 citations till now. The article focuses on the topics: Competence (human resources).read more
Citations
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Teaching for quality learning at university
TL;DR: By J. Biggs and C. Tang, Maidenhead, England; Open University Press, 2007.
Journal ArticleDOI
Teacher assessment literacy: A three-dimensional model
Serafina Pastore,Heidi Andrade +1 more
TL;DR: In this article, the authors present an updated, expanded model of assessment literacy that represents three key aspects of assessment in context and report the results of a Delphi inquiry with international experts on educational assessment and teacher education.
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A Review on the Accuracy of Teacher Judgments
Detlef Urhahne,Lisette Wijnia +1 more
TL;DR: In this article, the authors synthesize the methodological, empirical, theoretical, and practical knowledge from 40 years of research on the accuracy of teacher judgments and differentiate the term from other related constructs.
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A Framework for Explaining Teachers' Diagnostic Judgements by Cognitive Modeling (DiaCoM)
TL;DR: A framework, called DiaCoM (Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling), is proposed, which aims at supporting research that strives to test cognitively oriented explanations for processes and products of diagnostic judgements of teachers.
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Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education
TL;DR: In this article, the authors present a video-based assessment of student learning based on the framework for teaching practice by Grossman et al. (2009) and show that participants perceived the developed simulation as authentic, were mostly able to rank students according to their overall mathematical argumentation skills and showed potential for learning in their detailed assessment.
References
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
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Teaching For Quality Learning At University
TL;DR: In this article, the authors present a framework for the generation of ILOs for a course by identifying the kind of knowledge to be learned (declarative or functioning) and the level of understanding or performance to be achieved.
Teaching for quality learning at university
TL;DR: Biggs and Tang as discussed by the authors, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4, ISBN-14: 978.
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On Two Metaphors for Learning and the Dangers of Choosing Just One
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.