Validierung eines Fragenbogens zur Erfassung studentischer Forschungskompetenzen über Selbsteinschätzungen – Ein Instrument zur Evaluation forschungsorientierter Lehr-Lernarrangements

Assessment of German and Austrian students' Educational Research Literacy: validation of a competency test based on cross-national comparisons

“…Accordingly, it is reasonable to apply a one-dimensional model without further differentiation of the three competence facets (Groß Ophoff, Wolf, et al, 2017b). For the one-dimensional model, the reliability of the test instrument was found to be satisfactory for both the German (EAP-reliability = 0.61, cf., Böttcher-Oschmann et al, 2019) and the Austrian sample (EAP-reliability = 0.59). On closer inspection of the 26 test items included in the DIF analysis (see 4.3), 12 items showed no meaningful DIF between the two samples.…”

Preparing Teacher Training Students for Evidence-Based Practice Promoting Students’ Research Competencies in Research-Learning Projects

“…Moreover, the quasi-indirect measurement of competence may have an impact on self-efficacy beliefs (Hill and Betz, 2005). As self-assessed research competencies are highly correlated with self-efficacy beliefs (Mertens and Gräsel, 2018;Böttcher-Oschmann et al, 2019), it would be desirable if the self-evaluation of competence as well as the belief in having completed the research process successfully had positive effects on future EBP. Future studies could include a follow-up survey in their design to examine whether the effects translated into practice.…”

“…The self-assessment of competencies brings with it certain problems. These include overestimation and underestimation of competencies (Böttcher-Oschmann et al, 2019) and the phenomenon of response shift ("a change in the meaning of one's self-evaluation of a target construct", Sprangers, 1999, p. 1532;Schwartz and Sprangers, 2010;Piwowar and Thiel, 2014). Therefore, a retrospective pre-assessment version of R-Comp Sprangers, 1999, 2010) was used additionally at the second point of assessment.…”

“…We acknowledge support by the Open Access Publication Fund of the Freie Universität Berlin. The content of this manuscript has been published in part of the thesis of Böttcher-Oschmann (2019).…”

“…Establishing research requires competencies in research, comprising (a) Skills in Reviewing the State of Research, (b) Methodological Skills, (c) Skills in Reflecting on Research Findings, (d) Communication Skills, and (e) Content Knowledge (Thiel and Böttcher, 2014;Böttcher and Thiel, 2018;Böttcher-Oschmann et al, 2019). Teachers should be able to (a) frame questions, search for relevant literature, and evaluate its quality (Ghali et al, 2000;Valter and Akerlind, 2010;Green et al, 2016;Mandinach and Gummer, 2016); (b) plan and prepare the research process as well as collect and analyze data (Holbrook and Devonshire, 2005;Valter and Akerlind, 2010;Reeves and Honig, 2015;Green et al, 2016;Mandinach and Gummer, 2016;van der Scheer et al, 2017;Kippers et al, 2018); (c) interpret evidence and draw conclusions for teaching practice (Ghali et al, 2000;Holbrook and Devonshire, 2005;Valter and Akerlind, 2010;Reeves and Honig, 2015;Green et al, 2016;Mandinach and Gummer, 2016;Reeves and Chiang, 2017;Kippers et al, 2018); (d) communicate about this evidence (Valter and Akerlind, 2010;Mandinach and Gummer, 2016).…”