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

Research output: Journal contributionsScientific review articlesResearch


  • 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

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.

Original languageEnglish
JournalTeaching and Teacher Education
Pages (from-to)181-193
Number of pages13
Publication statusPublished - 11.2018
Externally publishedYes

    Research areas

  • Competence, Educational assessment, Teacher education, Teachers’ assessment competence
  • Psychology