Background: To measure higher-order outcomes of vocational education and training (VET) we developed a computer-based assessment of domain-specific problemsolving competence. In modeling problem-solving competence, we distinguish four components of competence: (1) knowledge application, (2) metacognition, (3) self-concept, and (4) interest as well as thirteen facets of competence, each of which is assigned to one of the four components. Methods:With regard to ecological and content validity, rather than apply highly structured items (e.g. multiple choice items), we developed three authentic problem scenarios and provided an open-ended problem space in terms of an authentic office simulation. The assessment was aimed at apprentice industrial clerks at the end of a 3-year apprenticeship program and focused on the domain of controlling (i.e., support of managerial decisions, cost planning, cost control, cost accounting, etc.). The computer-based office simulation provided typical tools (e.g., email client, spreadsheet software, file system, notebook, calculator, etc.). In order to assess the non-cognitive components in our competence model, we implemented an integrated measurement of self-concept and interest that we refer to as 'Embedded Experience Sampling' (EES). Test-takers are requested to spontaneously answer short prompts (EES items) during the test that are embedded in typical social interactions in the workplace. The empirical section is based on a study with 780 VET students from three commercial training occupations in Germany (industrial clerks and apprentices from two similar VET programs). The focus of the contribution is on testing a theoretically derived competence model based on item response theory, the implemented scoring methods and reliability of the instrument. Fine-grained response patterns from automated codings and human ratings were condensed into one partial credit item for each scenario and each of the facets in the cognitive component 'knowledge application' . Results:The multidimensional Rasch analysis revealed satisfactory EAP/PV reliabilities, which are between .78 and .84 for the 'knowledge application' facets and between .77 and .85 for the non-cognitive facets. Furthermore, the achievement differences between the industrial clerks and their comparison groups are as assumed. Conclusions:In our study, we introduced an innovative method to measure noncognitive facets of problem-solving competence in the course of complex problem Rausch et al. Empirical Res Voc Ed Train (2016) Rausch et al. Empirical Res Voc Ed Train (2016) 8:9 scenarios. Furthermore, by using authentic problem scenarios and providing an openended and authentic problem space, our assessment of domain-specific problem-solving comeptence focuses on ecological validity but also ensures reliability. RESEARCH

No abstract

IntroductionTheoretical and empirical aspects of interactions between person and situation have been discussed for decades in personality and social psychology in terms of the interactionist paradigm (e.g. Matthews et al. 2003), in educational psychology within the scope of aptitude-treatment interaction theory (e.g. Cronbach and Snow 1977;Yeh 2012), and in vocational education and training (VET) in terms of the process-oriented research approach, investigating antecedents and effects of successful teaching and learning AbstractBackground: In reference to the interactionist paradigm, we analyse how students' emotional states during class are affected by student' self-regulation, by time-varying characteristics within learning situations, and by the interaction of self-regulation abilities and learning situations during class. Methods:We refer to existing empirical research on teaching and learning processes in vocational education and report findings from a process-oriented video study in naturalistic settings that was realised at a German vocational school. Altogether, 92 students were investigated during 1440 min of instruction by use of videography and continuous-state-sampling method (CSSM). The frequency of repeated measurement was 7 min, with 46-51 measures per student. Results:Via latent class analysis, we first identified two types of students who differ in their self-regulation abilities. Then, a multilevel analysis revealed that students' self-regulation affects students' emotional states. In addition, we found that emotional states tend to be affected by the interaction of self-regulation and learning situations within lessons (but that's just a sample-related and non-significant effect). Conclusions:In view of a holistic understanding of teaching and learning processes in vocational education, a deeper knowledge surrounding the interdependencies between personality characteristics, emotional states, and learning situations seems to be essential for an evidence-based design for teaching and learning environments in vocational education and training. Kärner and Kögler Empirical Res Voc Ed Train (2016) Res Voc Ed Train (2016) 8:12 processes (e.g. Achtenhagen 1996;Sembill 1984;Wild and Krapp 1996). However, concerning teaching and learning processes in school, many approaches do not consider interactions between situational conditions during class and students' personal characteristics. Therefore, our research question is whether students' emotional states are determined (1) by students' self-regulation as a personality characteristic (2) by timevarying characteristics of learning situations, (3) and by the interaction of self-regulation abilities and learning situations during class. Dealing with the theoretical background, we first depict the conception of emotional states-with reference to the German term "Emotionale Befindlichkeit", introduced by Achtenhagen et al. (1988) and Sembill (1992)-and its relevance within vocational learning and teaching processes. Secondly, we present a description...

No abstract

No abstract