Assessing teachers' educational knowledge: Construct specification and validation using mixed methods
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In: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, Vol. 47, No. 2, 2015, p. 72-83.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Assessing teachers' educational knowledge
T2 - Construct specification and validation using mixed methods
AU - Linninger, Christina
AU - Kunina-Habenicht, Olga
AU - Emmenlauer, Simone
AU - Dicke, Theresa
AU - Schulze-Stocker, Franziska
AU - Leutner, Detlev
AU - Seidel, Tina
AU - Terhart, Ewald
AU - Kunter, Mareike
PY - 2015
Y1 - 2015
N2 - This paper presents two studies adding validity evidence to the assessment of educational knowledge (EK) measured by a recently developed test. The first study compared the test scores of a large sample of graduates from academic teacher education with those of a sample of first-semester teacher students. Results indicate higher scores for graduates in the majority of the test's six domains. Additionally, we gained validity evidence based on response processes by conducting 46 cognitive interviews in Study 2. Participants with different professional backgrounds stated their response strategies while taking the knowledge test. Among other results, analyses revealed that graduates and advanced students in teacher education were often familiar with item topics and solved items mostly by retrieving academic knowledge from memory. Overall, results add to previously gained evidence suggesting that test scores can be taken to measure EK mainly gained by university studies.
AB - This paper presents two studies adding validity evidence to the assessment of educational knowledge (EK) measured by a recently developed test. The first study compared the test scores of a large sample of graduates from academic teacher education with those of a sample of first-semester teacher students. Results indicate higher scores for graduates in the majority of the test's six domains. Additionally, we gained validity evidence based on response processes by conducting 46 cognitive interviews in Study 2. Participants with different professional backgrounds stated their response strategies while taking the knowledge test. Among other results, analyses revealed that graduates and advanced students in teacher education were often familiar with item topics and solved items mostly by retrieving academic knowledge from memory. Overall, results add to previously gained evidence suggesting that test scores can be taken to measure EK mainly gained by university studies.
KW - Cognitive interviews
KW - Educational knowledge
KW - Teacher education
KW - Validation
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=84928226385&partnerID=8YFLogxK
U2 - 10.1026/0049-8637/a000126
DO - 10.1026/0049-8637/a000126
M3 - Journal articles
AN - SCOPUS:84928226385
VL - 47
SP - 72
EP - 83
JO - Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
JF - Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
SN - 0049-8637
IS - 2
ER -