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dc.contributor.authorBartels, H
dc.contributor.authorGeelan, D
dc.contributor.authorKulgemeyer, C
dc.date.accessioned2019-09-17T00:19:55Z
dc.date.available2019-09-17T00:19:55Z
dc.date.issued2019
dc.identifier.issn0950-0693
dc.identifier.doi10.1080/09500693.2019.1658241
dc.identifier.urihttp://hdl.handle.net/10072/387294
dc.description.abstractMeasuring teachers’ skills to carry out the complex tasks required in teaching is an important means of evaluating the effectiveness of teacher education but remains a challenging activity to conduct in practice. It is necessary to optimise approaches for usability and effectiveness along a continuum from low-effort and low-authenticity measures such as paper-and-pencil tests to high-effort, high-authenticity measures such as extended classroom observations. The first part of the paper reviews a range of efforts toward measuring the competencies of teachers and other professionals in carrying out the tasks that make up their work. These include performance tests such as computer-based simulations or simulations using actors, as well as the use of tasks requiring participation in or responses to video vignettes. Video vignette approaches typically have been less interactive than performance tests and interactivity is seen as a desirable feature. A novel framework for developing performance-oriented testing is then outlined. The second part of the paper exemplifies this framework in relation to providing explanations in physics classrooms. The development of a novel test instrument following the framework is described, and findings on construct validity are presented to support the applicability of the presented approach.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom2024
dc.relation.ispartofpageto2048
dc.relation.ispartofissue14
dc.relation.ispartofjournalInternational Journal of Science Education
dc.relation.ispartofvolume41
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode4410
dc.titleDeveloping an approach to the performance-oriented testing of science teachers’ action-related competencies
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBartels, H; Geelan, D; Kulgemeyer, C, Developing an approach to the performance-oriented testing of science teachers’ action-related competencies, International Journal of Science Education, 2019, 41 (14), pp. 2024-2048
dc.date.updated2019-09-12T22:38:49Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2019 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Science Education on 22 Aug 2019, available online: https://doi.org/10.1080/09500693.2019.1658241
gro.hasfulltextFull Text
gro.griffith.authorGeelan, David


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