The ESBW Short Scale A Test for Assessing Teachers’ Standards-Based Educational Knowledge
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: European Journal of Psychological Assessment, Vol. 40, No. 4, 01.07.2024, p. 331-340.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
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 - Publisher Copyright: © 2024 Hogrefe Publishing GmbH. All rights reserved.
PY - 2024/7/1
Y1 - 2024/7/1
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
VL - 40
SP - 331
EP - 340
JO - European Journal of Psychological Assessment
JF - European Journal of Psychological Assessment
SN - 1015-5759
IS - 4
ER -