Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct

Leuders, Timo; Dörfler, Tobias; Leuders, Juliane; Philipp, Kathleen

doi:10.1007/978-3-319-66327-2_1

Cited by 41 publications

(40 citation statements)

References 69 publications

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“…B. die Meta-Studien von Hoge und Coladarci 1989;Südkamp et al 2012). Die Frage nach der Genese von Urteilen ist hingegen weniger erforscht (Herppich et al 2018;Leuders et al 2018;Schrader 2009;Spinath 2005). Loibl et al (2020) entwickelten das Rahmenmodell DiaCoM (Explaining Teachers' Diagnostic Judgements by Cognitive Modeling, s. Abb.…”

Section: Erforschung Diagnostischer Kompetenzenunclassified

Verarbeitung von Hinweisreizen beim Beurteilen von mündlichen Sprachproben von Schülerinnen und Schülern durch Hochschullehrende im Fach Französisch

Witzigmann

Sachse

2020

Unterrichtswiss

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ZusammenfassungMündliche Sprachproduktionen stellen eine wichtige Zielsetzung des Fremdsprachenunterrichts dar. Demnach bilden adäquate Beurteilungen mündlicher Sprachproduktionen die entscheidenden Prämissen eines unterstützenden Fremdsprachunterrichts und gehören zu den diagnostischen Kompetenzen von Fremdsprachenlehrkräften. Mündliche Produktionen lassen sich auf inhaltlicher und sprachlicher Ebene (z. B. hinsichtlich Aussprache, Wortschatz, aber auch pragmatischer Elemente) beschreiben. Diese sprachlichen Merkmale können in unterschiedlichem Maße in die Beurteilung mündlicher Sprachproben einfließen. Um diesen Einfluss auf die Genese von diagnostischen Urteilen zu überprüfen, wurden authentische Videovignetten von einer Expertengruppe (Hochschulprofessor*innen bzw. Hochschuldozent*innen der Fachdidaktik Französisch) beurteilt. Es erfolgte ein erstes holistisches Gesamturteil, im Anschluss erhielten die Proband*innen ein analytisches Bewertungsraster und wurden danach erneut um ein holistisches Gesamturteil gebeten. Dabei wurde untersucht, zu welchem Anteil Einzelmerkmale der Sprachproduktionen von den Beurteilenden zu einem Gesamturteil integriert wurden. Zusätzlich wurde exploriert, inwiefern der berufliche Hintergrund die Urteile beeinflusst. Die Ergebnisse lassen hohe Spannweiten zwischen den Beurteilenden bei denselben Videovignetten erkennen. Die Beurteilerübereinstimmungen sind jedoch sehr hoch und belegen, dass die einzelnen sprachlichen Merkmale zuverlässig bewertet werden. Die Ergebnisse der Dominanzanalysen zeigen, dass die sprachlichen Merkmale unterschiedlich stark in die Urteilsbildung einfließen, bei der Expertengruppe aber ähnliche Varianzaufklärungen in beiden holistischen Urteilen belegt werden konnten und sich beide Urteilsmodi nur gering unterscheiden. Der berufliche Hintergrund der Expertengruppe scheint mit einer unterschiedlichen Gewichtung der Einzelmerkmale im Gesamturteil einherzugehen. Diese Ergebnisse können als Grundlage für weitere Modellierungen in anderen Gruppen (z. B. erfahrene Lehrkräfte, Lehramtsstudierende) dienen.

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Section: Erforschung Diagnostischer Kompetenzenunclassified

Verarbeitung von Hinweisreizen beim Beurteilen von mündlichen Sprachproben von Schülerinnen und Schülern durch Hochschullehrende im Fach Französisch

Witzigmann

Sachse

2020

Unterrichtswiss

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“…Recently, teachers' competences with regard to diagnosing student understanding have attracted increasing research focus, (e.g. Herppich et al, 2018;Leuders et al, 2018). Previous research has established a relationship between teachers' judgment accuracy and student learning (Behrmann and Souvignier, 2013).…”

Section: Introductionmentioning

confidence: 99%

Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews

et al. 2021

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Teachers’ diagnostic competences are regarded as highly important for classroom assessment and teacher decision making. Prior conceptualizations of diagnostic competences as judgement accuracy have been extended to include a wider understanding of what constitutes a diagnosis; novel models of teachers’ diagnostic competences explicitly include the diagnostic process as the core of diagnosing. In this context, domain-general and mathematics-specific research emphasizes the importance of tasks used to elicit student cognition. However, the role of (mathematical) tasks in diagnostic processes has not yet attracted much systematic empirical research interest. In particular, it is currently unclear whether teachers consider diagnostic task potential when selecting tasks for diagnostic interviews and how this relationship is shaped by their professional knowledge. This study focuses on pre-service mathematics teachers’ selection of tasks during one-to-one diagnostic interviews in live simulations. Each participant worked on two 30 mins interviews in the role of a teacher, diagnosing a student’s mathematical understanding of decimal fractions. The participants’ professional knowledge was measured afterward. Trained assistants played simulated students, who portrayed one of four student case profiles, each having different mathematical (mis-)conceptions of decimal fractions. For the interview, participants could select tasks from a set of 45 tasks with different diagnostic task potentials. Two aspects of task selection during the diagnostic processes were analyzed: participants’ sensitivity to the diagnostic potential, which was reflected in higher odds for selecting tasks with high potential than tasks with low potential, and the adaptive use of diagnostic task potential, which was reflected in task selection influenced by a task’s diagnostic potential in combination with previously collected information about the student’s understanding. The results show that participants vary in their sensitivity to diagnostic task potential, but not in their adaptive use. Moreover, participants’ content knowledge had a significant effect on their sensitivity. However, the effects of pedagogical content and pedagogical knowledge did not reach significance. The results highlight that pre-service teachers require further support to effectively attend to diagnostic task potential. Simulations were used for assessment purposes in this study, and they appear promising for this purpose because they allow for the creation of authentic yet controlled situations.

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“…However, much less is known about the processes that lead to these judgements (Herppich et al 2017a). Moreover, the question of how to support teachers effectively in their development of diagnostic competence is largely unclear, although it is receiving increased attention (Fischer and Opitz 2020;Leuders et al 2018;Südkamp and Praetorius 2017). Because diagnosing in a real classroom is a complex situation (Stokking et al 2003;Heitzmann et al 2019), simulated environments that allow the reduction of the complexity may be beneficial for both the assessment of diagnostic processes and the support of diagnostic competences especially during the early phases of teacher training.…”

Section: Introductionmentioning

confidence: 99%

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

Wildgans-Lang

Scheuerer

Obersteiner

et al. 2020

ZDM Mathematics Education

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Diagnostic competences are an essential facet of teacher competence. Many studies have investigated the quality of teachers' judgments of students' competences. However, little is known about the processes that lead to these judgments and about the ways to promote these processes in the early phase of teacher training. The aim of the research project on which we report in this paper was to develop a simulated computer-based environment that allows assessing and promoting the diagnostic processes of prospective teachers. In the simulated environment, 'virtual third-graders' solve mathematical problems. Participants are asked to diagnose the students' competence levels according to a theoretical model, which has been empirically validated. Participants can repeatedly select mathematical problems of varying difficulty levels, assign them to a virtual student, and then receive the student's written solution. In this paper, we present the conceptualization of the simulated environment. We also report on the results of a pilot study with 91 prospective primary school mathematics teachers to analyze whether the environment allows an assessment of individual differences in diagnostic processes. The majority of participants rated the environment as authentic and as one in which they could become immersed. Overall, participants were fairly accurate in their diagnoses concerning the student's competence level. However, log data and participants' written notes indicated that there was large variability in their diagnostic processes. Participants varied greatly in the number of mathematical problems they assigned to a student during their diagnostic process, and in how strongly the difficulty of these problems deviated from the student's true competence level. Overall, the data suggest that the simulated environment has the potential to assess diagnostic processes in a valid way. We discuss open questions and issues for further development.

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Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct

Cited by 41 publications

References 69 publications

Verarbeitung von Hinweisreizen beim Beurteilen von mündlichen Sprachproben von Schülerinnen und Schülern durch Hochschullehrende im Fach Französisch

Verarbeitung von Hinweisreizen beim Beurteilen von mündlichen Sprachproben von Schülerinnen und Schülern durch Hochschullehrende im Fach Französisch

Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

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