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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.issn0950-0693en_US
dc.identifier.doi10.1080/09500693.2019.1658241en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherTaylor & Francisen_US
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom2024en_US
dc.relation.ispartofpageto2048en_US
dc.relation.ispartofissue14en_US
dc.relation.ispartofjournalInternational Journal of Science Educationen_US
dc.relation.ispartofvolume41en_US
dc.subject.fieldofresearchCurriculum and Pedagogyen_US
dc.subject.fieldofresearchSociologyen_US
dc.subject.fieldofresearchSpecialist Studies in Educationen_US
dc.subject.fieldofresearchcode1302en_US
dc.subject.fieldofresearchcode1608en_US
dc.subject.fieldofresearchcode1303en_US
dc.titleDeveloping an approach to the performance-oriented testing of science teachers’ action-related competenciesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
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. 2024-2048en_US
dc.date.updated2019-09-12T22:38:49Z
dc.description.versionPost-printen_US
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/10.1080/09500693.2019.1658241en_US
gro.hasfulltextFull Text
gro.griffith.authorGeelan, David


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