TY - JOUR

T1 - The ESBW Short Scale A Test for Assessing Teachers’ Standards-Based Educational Knowledge

AU - Müser, Sinja

AU - Fleischer, Jens

AU - Kunina-Habenicht, Olga

AU - Leutner, Detlev

N1 - Open access publication enabled by University library Duisburg-Essen Publisher Copyright: © 2023 The Author(s).

PY - 2023

Y1 - 2023

N2 - Teacher students’ professional educational knowledge is of great importance in academic teacher education. In response to the need to continuously optimize and improve teacher education, we developed a standards-based test instrument designed along the Standards of Teacher Education of the German education administration. The so-called ESBW (Essen Test for the Assessment of Standards-Based Educational Knowledge) is intended to assess educational knowledge as it is defined in these standards. This Brief Report aims to investigate whether the ESBW, as an exclusively standards-based developed test, can empirically be distinguished from a similar, but non-originally standards-based developed test, here the BilWiss 2.0 test, which also partially covers the standards. Competing structural equation models based on a study with 216 teacher students revealed that the ESBW short scale can be empirically distinguished from the BilWiss 2.0 short version, indicating that both instruments partly measure different aspects of educational knowledge. In addition, the examination of measurement invariance revealed that the ESBW performed similarly well for both beginning and advanced teacher students. Thus, our results further underline the usefulness of the ESBW for the assessment and evaluation of the German Standards of Teacher Education.

AB - Teacher students’ professional educational knowledge is of great importance in academic teacher education. In response to the need to continuously optimize and improve teacher education, we developed a standards-based test instrument designed along the Standards of Teacher Education of the German education administration. The so-called ESBW (Essen Test for the Assessment of Standards-Based Educational Knowledge) is intended to assess educational knowledge as it is defined in these standards. This Brief Report aims to investigate whether the ESBW, as an exclusively standards-based developed test, can empirically be distinguished from a similar, but non-originally standards-based developed test, here the BilWiss 2.0 test, which also partially covers the standards. Competing structural equation models based on a study with 216 teacher students revealed that the ESBW short scale can be empirically distinguished from the BilWiss 2.0 short version, indicating that both instruments partly measure different aspects of educational knowledge. In addition, the examination of measurement invariance revealed that the ESBW performed similarly well for both beginning and advanced teacher students. Thus, our results further underline the usefulness of the ESBW for the assessment and evaluation of the German Standards of Teacher Education.

KW - standards-based educational knowledge

KW - structural equation modeling

KW - teacher education

KW - test construction

KW - Educational science

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85150641135&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/b9f539f1-80dd-3f73-b906-0f0b096eb756/

U2 - 10.1027/1015-5759/a000763

DO - 10.1027/1015-5759/a000763

M3 - Journal articles

AN - SCOPUS:85150641135

JO - European Journal of Psychological Assessment

JF - European Journal of Psychological Assessment

SN - 1015-5759

ER -