Evaluating a Technology-Based Assessment (TBA) to Measure Teachers' Action-Related and Reflective Skills

Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers' actions in different classroom situations. Based on the evidence-centered design model, we d...

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Bibliographic Details
Published inInternational journal of testing Vol. 19; no. 2; pp. 148 - 171
Main Authors Zlatkin-Troitschanskaia, Olga, Kuhn, Christiane, Brückner, Sebastian, Leighton, Jacqueline P.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 03.04.2019
Taylor & Francis Ltd
Subjects
Action
Classrooms
Cognition
Cognitive interviews
Computer Assisted Testing
Decision Making
Differentiation
Educational Assessment
Evaluation
evidence-centered design
Experts
Foreign Countries
Individualized Instruction
Influence of Technology
mental processes
Novices
Problem Solving
Protocol Analysis
Psychometrics
Reflection
Reflective skills
Reflective Teaching
Skills
Teacher Effectiveness
Teacher Evaluation
Teachers
Teaching
Teaching Experience
Teaching Methods
teaching performance
Teaching Skills
Technology
technology-based assessment
think-aloud method
Thinking Skills
Germany
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Summary:Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers' actions in different classroom situations. Based on the evidence-centered design model, we developed a technology-based assessment framework that enables differentiation between two essential teaching actions: action-related skills and reflective skills. Action-related skills are necessary to handle specific subject-related situations during instruction. Reflective skills are necessary to prepare and evaluate specific situations in pre- and postinstructional phases. In this article, we present the newly developed technology-based assessment to validly measure teaching performance, and we discuss validity evidence from cognitive interviews with teachers (novices and experts) using the think-aloud method, which indicates that the test takers' respective mental processes when solving action-related skills tasks are consistent with the theoretically assumed knowledge and skill components and depend on the different levels of teaching expertise.
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ISSN:1530-5058
1532-7574
DOI:10.1080/15305058.2019.1586377