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Linguistically Responsive Teaching in Multilingual Classrooms: Development of a Performance-Oriented Test to Assess Teachers’ Competence

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

Standard

Linguistically Responsive Teaching in Multilingual Classrooms: Development of a Performance-Oriented Test to Assess Teachers’ Competence. / Lemmrich, Svenja; Hecker, Sarah-Larissa; Klein, Stephanie et al.
Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. ed. / Olga Zlatkin-Troitschanskaia; Hans Anand Pant; Miriam Toepper; Corinna Lautenbach. 1. ed. Wiesbaden: Springer Verlag, 2020. p. 125-140.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

Harvard

Lemmrich, S, Hecker, S-L, Klein, S, Ehmke, T, Koch-Priewe, B, Köker, A & Ohm, U 2020, Linguistically Responsive Teaching in Multilingual Classrooms: Development of a Performance-Oriented Test to Assess Teachers’ Competence. in O Zlatkin-Troitschanskaia, HA Pant, M Toepper & C Lautenbach (eds), Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. 1 edn, Springer Verlag, Wiesbaden, pp. 125-140. https://doi.org/10.1007/978-3-658-27886-1_7

APA

Lemmrich, S., Hecker, S.-L., Klein, S., Ehmke, T., Koch-Priewe, B., Köker, A., & Ohm, U. (2020). Linguistically Responsive Teaching in Multilingual Classrooms: Development of a Performance-Oriented Test to Assess Teachers’ Competence. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Eds.), Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results (1 ed., pp. 125-140). Springer Verlag. https://doi.org/10.1007/978-3-658-27886-1_7

Vancouver

Lemmrich S, Hecker SL, Klein S, Ehmke T, Koch-Priewe B, Köker A et al. Linguistically Responsive Teaching in Multilingual Classrooms: Development of a Performance-Oriented Test to Assess Teachers’ Competence. In Zlatkin-Troitschanskaia O, Pant HA, Toepper M, Lautenbach C, editors, Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. 1 ed. Wiesbaden: Springer Verlag. 2020. p. 125-140 doi: 10.1007/978-3-658-27886-1_7

Bibtex

@inbook{b8c5313275ef418d87a961107307572f,
title = "Linguistically Responsive Teaching in Multilingual Classrooms: Development of a Performance-Oriented Test to Assess Teachers{\textquoteright} Competence",
abstract = "The DaZKom-Video project aims at performance-oriented measurement of German-as-a second-language (GSL)-competence of pre- and in-service teachers using video-based stimuli and oral responses. The present study is part of this project and focuses on the psychometric quality of the DaZKom-Video test instrument and evaluates the dimensionality of the construct GSL competence (Deutsch-als-Zweitsprache-Kompetenz). Additionally, we explore correlations between GSL competence and sociodemographic data as well as learning opportunities. The sample consists of pre- and in-service teachers from different school forms and universities across Germany. The items and scale analyses reveal good psychometric quality: The item-fit to the Rasch-model as well as the discrimination is satisfactory. The dimensional analyses show best model fit for the one-dimensional and three-dimensional models. Test persons with GSL experience such as in-service teachers (in contrast to pre-service teachers), test persons with teaching experience, those with an additional qualification in the field of GSL and test persons with many learning opportunities are statistically more likely to respond to items correctly. These results indicate a reliable and valid test instrument for performance-oriented measurement of GSL competence.",
keywords = "Educational science, Linguistically responsive teaching, Teacher education, Teachers{\textquoteright} competence, Video-based testing",
author = "Svenja Lemmrich and Sarah-Larissa Hecker and Stephanie Klein and Timo Ehmke and Barbara Koch-Priewe and Anne K{\"o}ker and Udo Ohm",
year = "2020",
month = feb,
day = "16",
doi = "10.1007/978-3-658-27886-1_7",
language = "English",
isbn = "978-3-658-27885-4",
pages = "125--140",
editor = "Olga Zlatkin-Troitschanskaia and Pant, {Hans Anand} and Miriam Toepper and Corinna Lautenbach",
booktitle = "Student Learning in German Higher Education",
publisher = "Springer Verlag",
address = "Germany",
edition = "1",

}

RIS

TY - CHAP

T1 - Linguistically Responsive Teaching in Multilingual Classrooms

T2 - Development of a Performance-Oriented Test to Assess Teachers’ Competence

AU - Lemmrich, Svenja

AU - Hecker, Sarah-Larissa

AU - Klein, Stephanie

AU - Ehmke, Timo

AU - Koch-Priewe, Barbara

AU - Köker, Anne

AU - Ohm, Udo

PY - 2020/2/16

Y1 - 2020/2/16

N2 - The DaZKom-Video project aims at performance-oriented measurement of German-as-a second-language (GSL)-competence of pre- and in-service teachers using video-based stimuli and oral responses. The present study is part of this project and focuses on the psychometric quality of the DaZKom-Video test instrument and evaluates the dimensionality of the construct GSL competence (Deutsch-als-Zweitsprache-Kompetenz). Additionally, we explore correlations between GSL competence and sociodemographic data as well as learning opportunities. The sample consists of pre- and in-service teachers from different school forms and universities across Germany. The items and scale analyses reveal good psychometric quality: The item-fit to the Rasch-model as well as the discrimination is satisfactory. The dimensional analyses show best model fit for the one-dimensional and three-dimensional models. Test persons with GSL experience such as in-service teachers (in contrast to pre-service teachers), test persons with teaching experience, those with an additional qualification in the field of GSL and test persons with many learning opportunities are statistically more likely to respond to items correctly. These results indicate a reliable and valid test instrument for performance-oriented measurement of GSL competence.

AB - The DaZKom-Video project aims at performance-oriented measurement of German-as-a second-language (GSL)-competence of pre- and in-service teachers using video-based stimuli and oral responses. The present study is part of this project and focuses on the psychometric quality of the DaZKom-Video test instrument and evaluates the dimensionality of the construct GSL competence (Deutsch-als-Zweitsprache-Kompetenz). Additionally, we explore correlations between GSL competence and sociodemographic data as well as learning opportunities. The sample consists of pre- and in-service teachers from different school forms and universities across Germany. The items and scale analyses reveal good psychometric quality: The item-fit to the Rasch-model as well as the discrimination is satisfactory. The dimensional analyses show best model fit for the one-dimensional and three-dimensional models. Test persons with GSL experience such as in-service teachers (in contrast to pre-service teachers), test persons with teaching experience, those with an additional qualification in the field of GSL and test persons with many learning opportunities are statistically more likely to respond to items correctly. These results indicate a reliable and valid test instrument for performance-oriented measurement of GSL competence.

KW - Educational science

KW - Linguistically responsive teaching

KW - Teacher education

KW - Teachers’ competence

KW - Video-based testing

UR - http://www.scopus.com/inward/record.url?scp=85089332124&partnerID=8YFLogxK

U2 - 10.1007/978-3-658-27886-1_7

DO - 10.1007/978-3-658-27886-1_7

M3 - Contributions to collected editions/anthologies

SN - 978-3-658-27885-4

SP - 125

EP - 140

BT - Student Learning in German Higher Education

A2 - Zlatkin-Troitschanskaia, Olga

A2 - Pant, Hans Anand

A2 - Toepper, Miriam

A2 - Lautenbach, Corinna

PB - Springer Verlag

CY - Wiesbaden

ER -

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Adaptive learning support as a key element of innovative teaching in Germany

Lemmrich, S., Ehmke, T. & Reusser, K., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). Taylor and Francis Inc., p. 13-22 10 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

Effects of linguistic demands of reality-based mathematical tasks: discrepancy between teachers' expectations and students' performance

Ehmke, T., Leiss, D. & Heine, L., 10.06.2025, In: Frontiers in Education. 10, 13 p., 1528806.

Research output: Journal contributions › Journal articles › Research › peer-review

Enhancing pre-service teachers' well-being during long-term internships: The roles of self-efficacy, mentoring, and task-related sense of coherence

Homann, H.-S., Beckmann, T. & Ehmke, T., 07.02.2025, In: International Journal of Education and Practice. 13, 2, p. 566-586 21 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment

Kardel, L., Ehmke, T. & Lemmrich, S., 01.04.2025, In: Teaching and Teacher Education. 157, 14 p., 104962.

Research output: Journal contributions › Journal articles › Research › peer-review

German and Chinese perspectives on innovative teaching and classroom processes: An introduction

Ehmke, T. & Lee, J. C. K., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). 1 ed. Taylor and Francis Inc., p. 1-9 9 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

DOI

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