Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung

Standard

Teachers’ assessment competence : Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. / Herppich, Stephanie; Praetorius, Anna Katharina; Förster, Natalie et al.

in: Teaching and Teacher Education, Jahrgang 76, 11.2018, S. 181-193.

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung

Harvard

Herppich, S, Praetorius, AK, Förster, N, Glogger-Frey, I, Karst, K, Leutner, D, Behrmann, L, Böhmer, M, Ufer, S, Klug, J, Hetmanek, A, Ohle, A, Böhmer, I, Karing, C, Kaiser, J & Südkamp, A 2018, 'Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model', Teaching and Teacher Education, Jg. 76, S. 181-193. https://doi.org/10.1016/j.tate.2017.12.001

APA

Herppich, S., Praetorius, A. K., Förster, N., Glogger-Frey, I., Karst, K., Leutner, D., Behrmann, L., Böhmer, M., Ufer, S., Klug, J., Hetmanek, A., Ohle, A., Böhmer, I., Karing, C., Kaiser, J., & Südkamp, A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education, 76, 181-193. https://doi.org/10.1016/j.tate.2017.12.001

Vancouver

Herppich S, Praetorius AK, Förster N, Glogger-Frey I, Karst K, Leutner D et al. Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. 2018 Nov;76:181-193. doi: 10.1016/j.tate.2017.12.001

Bibtex

@article{5310c0e76f8f4ca1831cab47d4d4dd8d,
title = "Teachers{\textquoteright} assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model",
abstract = "In this article, we present a new model of teachers{\textquoteright} assessment competence. The model is 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. Integrating research on assessment processes, practices, and products, we specify the range of situations our model applies to, and discuss how its elements may become involved and measurable in a variable assessment process. The model aims to inspire future integrative research on the description, explanation, prediction, and promotion of teachers{\textquoteright} assessments in various situations.",
keywords = "Competence, Educational assessment, Teacher education, Teachers{\textquoteright} assessment competence, Psychology",
author = "Stephanie Herppich and Praetorius, {Anna Katharina} and Natalie F{\"o}rster and Inga Glogger-Frey and Karina Karst and Detlev Leutner and Lars Behrmann and Matthias B{\"o}hmer and Stefan Ufer and Julia Klug and Andreas Hetmanek and Annika Ohle and Ines B{\"o}hmer and Constance Karing and Johanna Kaiser and Anna S{\"u}dkamp",
year = "2018",
month = nov,
doi = "10.1016/j.tate.2017.12.001",
language = "English",
volume = "76",
pages = "181--193",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Teachers’ assessment competence

T2 - Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

AU - Herppich, Stephanie

AU - Praetorius, Anna Katharina

AU - Förster, Natalie

AU - Glogger-Frey, Inga

AU - Karst, Karina

AU - Leutner, Detlev

AU - Behrmann, Lars

AU - Böhmer, Matthias

AU - Ufer, Stefan

AU - Klug, Julia

AU - Hetmanek, Andreas

AU - Ohle, Annika

AU - Böhmer, Ines

AU - Karing, Constance

AU - Kaiser, Johanna

AU - Südkamp, Anna

PY - 2018/11

Y1 - 2018/11

N2 - In this article, we present a new model of teachers’ assessment competence. The model is 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. Integrating research on assessment processes, practices, and products, we specify the range of situations our model applies to, and discuss how its elements may become involved and measurable in a variable assessment process. The model aims to inspire future integrative research on the description, explanation, prediction, and promotion of teachers’ assessments in various situations.

AB - In this article, we present a new model of teachers’ assessment competence. The model is 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. Integrating research on assessment processes, practices, and products, we specify the range of situations our model applies to, and discuss how its elements may become involved and measurable in a variable assessment process. The model aims to inspire future integrative research on the description, explanation, prediction, and promotion of teachers’ assessments in various situations.

KW - Competence

KW - Educational assessment

KW - Teacher education

KW - Teachers’ assessment competence

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85038814092&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2017.12.001

DO - 10.1016/j.tate.2017.12.001

M3 - Scientific review articles

AN - SCOPUS:85038814092

VL - 76

SP - 181

EP - 193

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -

DOI