Competence assessment in education : research, models and instruments
著者
書誌事項
Competence assessment in education : research, models and instruments
(Methodology of educational measurement and assessment)
Springer, c2017
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographies
内容説明・目次
内容説明
This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program "Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes," which focused on competence assessment across disciplines in Germany.
The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of "competencies," which are defined as "context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains" (Koeppen et al., 2008, p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies.
The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies.
目次
- 1. Competence assessment in education: An introduction
- Detlev Leutner, Jens Fleischer, Juliane Grunkorn and Eckhard Klieme.- PART 1: Modeling and assessing student competencies.- 2. Science-P I: Modeling conceptual understanding in primary school
- Judith Pollmeier, Steffen Troebst, Ilonca Hardy, Kornelia Moeller, Thilo Kleickmann, Astrid Jurecka and Knut Schwippert.- 3. Science-P II: Modeling scientific reasoning in primary school
- Susanne Koerber, Beate Sodian, Christopher Osterhaus, Daniela Mayer, Nicola Kropf and Knut Schwippert.- 4. The Heidelberg inventory of geographic system competency model
- Kathrin Viehrig, Alexander Siegmund, Joachim Funke, Sasche Wustenberg and Samuel Greiff.- 5. An extended model of literary literacy
- Christel Meier, Thorsten Roick, Sofie Henschel, Joern Bruggemann, Volker Frederking, Adelheid Rieder, Volker Gerner and Petra Stanat.- 6. Self-regulated learning with expository texts as a competence: Competence structure and competence training
- Joachim Wirth, Melanie Schutte, Jessica Wixfort and Detlev Leutner.- PART 2: Modeling and assessing teacher competencies.- 7. Investigating pre-service teachers' professional vision within university-based teacher education
- Tina Seidel, Kathleen Sturmer, Manfred Prenzel, Gloria Jahn and Stefanie Schafer.- 8. Teacher knowledge experiment: Conditions for the development of pedagogical content knowledge
- Thilo Kleickmann, Steffen Troebst, Aiso Heinze, Andrea Anschutz, Roland Rink and Mareike Kunter.- 9. Teachers' school tracking decisions
- Ines Boehmer, Cornelia Grasel, Sabine Krolak- Schwerdt, Thomas Hoerstermann and Sabine Glock.- 10. Modeling, measuring, and training teachers counseling and diagnostic competences
- Mara Gerich, Monika Trittel, Simone Bruder, Julia Klug, Silke Hertel, Regina Bruder and Bernhard Schmit.- 11. Development and evaluation of a competency model for teaching integrative processing of texts and pictures (BiTe)
- Annika Ohle, Nele McElvany, Britta Oerke, Wolfgang Schnotz, Inga Wagner, Holger Horz, Mark Ullrich and Jurgen Baumert.- PART 3: Modeling and assessing vocational competencies and adult learning.- 12. Multidimensional competency assessments and structures in VET
- Tobias Gschwendtner, Stephan Abele, Thomas Schmidt and Reinhold Nickolaus.- 13. Professional competencies of building trade apprentices after their first year of training
- Kerstin Norwig, Cordula Petsch and Reinhold Nickolaus.- 14. Assessing tomorrow's potential: A competence measuring approach in vocational education and training
- Viola Katharina Klotz and Esther Winther.- PART 6: Competency development: Modeling of change and training of competencies.- 15. The development of students' physics competence in middle school
- Susanne Wessnigk, Knut Neumann, Tobias Viering, David Hadinek and Hans E. Fischer.- 16. Modelling and fostering decision-making competence regarding challenging issues of sustainable development
- Susanne Boegeholz, Sabina Eggert, Carolin Ziese and Marcus Hasselhorn.- 17. Metacognitive knowledge in secondary school students: Assessment, structure, and developmental change
- Wolfgang Schneider, Klaus Lingel, Cordula Artelt and Nora Neuenhaus.- 18. Development of dynamic usage of strategies for integrating text and picture information in secondary schools
- Wolfgang Schnotz, Inga Wagner, Fang Zhao, Mark Ullrich, Holger Horz, Nele McElvany, Annika Ohle & Jurgen Baumert.- 19. Training of components of problem-solving competence: An experimental study on aspects of the cognitive potential exploitation hypothesis
- Florian Buchwald, Jens Fleischer, Stefan Rumann, Joachim Wirth and Detlev Leutner.- 20. An intensive longitudinal study on the development of student achievement over two years (LUISE)
- Gizem Hulur, Fidan Gasimova, Alexander Robitzsch and Oliver Wilhelm.- PART 5: Innovations in psychometric models and computer-based assessment.- 21. Multidimensional structures of competencies: Focusing on text comprehension in English as a foreign language
- Johannes Hartig and Claudia Harsch.- 22. Multidimensional adaptive measurement of competences
- Andreas Frey, Ulf Kroehne, Nicki-Nils Seitz and Sebastian Born.- 23. Development, validation and application of a competence model for mathematical problem solving by using and translating representations of functions
- Timo Leuders, Regina Bruder, Ulf Kroehne, Dominik Naccarella, Renate Nitsch, Jan Henning-Kahmann, Augustin Kelava and Markus Wirtz.- 24. Relating product data to process data from computer-based competence assessment
- Frank Goldhammer, Johannes Naumann, Heiko Roelke, Anette Stelter and Krisztina Toth.- 25.< Dynamic problem solving: Multiple-item testing based on minimal complex systems
- Joachim Funke and Samuel Greiff.- PART 6: Feedback from competency assessment: Concepts, conditions and consequences.- 26. Formative assessment in mathematics instruction: Theoretical considerations and empirical results of the Co2CA project
- Katrin Rakoczy, Eckhard Klieme, Dominik Leiss and Werner Blum.- 27. Arguing validity in educational assessment
- Simon P. Tiffin-Richards and Hans Anand Pant.- 28. Evaluating prerequisites for the development of a dynamic test of reading competence: Feedback effects on reading comprehension in children
- Tobias Doerfler, Stefanie Golke and Cordula Artelt.
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