About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers-Competence

详细信息    查看全文

• 作者：Gabriele Kaiser ; Andreas Busse ; Jessica Hoth…
• 关键词：Teacher competence ; Teacher knowledge ; Video ; based assessment ; Mathematics teacher education ; Noticing ; Perception skills ; Decision ; making ; Performance assessment
• 刊名：International Journal of Science & Math Education
• 出版年：2015
• 出版时间：April 2015
• 年：2015
• 卷：13
• 期：2
• 页码：369-387
• 全文大小：642 KB
• 参考文献：1. Adler, J, Ball, DL, Krainer, K, Lin, F-L, Novotna, J (2005) Mirror images of an emerging field: researching mathematics teacher education. Educational Studies in Mathematics 60: pp. 359-381 CrossRef
  2. Ball, D. L. & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), / Multiple perspectives on mathematics teaching and learning (pp. 83-04). London, England: Ablex.
  3. Ball, DL, Thames, MH, Phelps, G (2008) Content knowledge for teaching: What makes it special?. Journal of Teacher Education 59: pp. 389-407 CrossRef
  4. Berliner, DC (2001) Learning about and learning from expert teachers. International Journal of Educational Research 35: pp. 463-482 CrossRef
  5. Bl?meke, S. & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the?state of research.? / ZDM -The International Journal on Mathematics Education, 44(3), 223-47.
  6. Bl?meke, S., Hsieh, F.-J., Kaiser, G., & Schmidt, W. H.?(Eds.). (2014).? / International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Dordrecht, The Netherlands: Springer.
  7. Bl?meke, S., K?nig, J., Busse, A.,? Suhl, U., Benthien, J., D?hrmann, M. & Kaiser, G. (2014). Von der Lehrerausbildung in den Beruf: Fachbezogenes Wissen als Voraussetzung einer genauen Wahrnehmung und Analyse von Unterricht [The transition from teacher training to the teaching profession: Subject-specific knowledge as a prerequisite for perception, interpretation and decision-making in the classroom]. / Zeitschrift für Erziehungswissenschaft, 17(3), 509-42.
  8. Bl?meke, S., Gustafsson, J.-E. & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. / Zeitschrift für Psychologie, 223, 3-3.
  9. Bl?meke, S., K?nig, J., Suhl, U., Hoth, J. & D?hrmann, M. (2015). Wie situationsbezogen ist die Kompetenz von Lehrkr?ften? Zur Generalisierbarkeit von videobasierten Performanztests [How strongly does teacher performance depend on differences in classroom situations? On the generalizability of video-based performance assessments]. / Zeitschrift?für P?dagogik 3.
  10. Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. In G. Kaiser, W. Blum, R. Borromeo Ferri & G. Stillman (Eds.), / Trends in teaching and learning of mathematical modelling (pp. 15-0). Dordrecht, The Netherlands: Springer.
  11. Carter, K, Cushing, K, Sabers, D, Stein, P, Berliner, DC (1988) Expert-novice differences in perceiving and processing visual information. Journal of Teacher Education 39: pp. 25-31 CrossRef
  12. Chi, M. T. H. (2011). Theoretical perspectives, methodological approaches, and trends in the study of expertise. In Y. Li & G. Kaiser (Eds.), / Expertise in mathematics instruction: An international perspective (pp. 17-9). New York, NY: Springer.
  13. Clausen, M, Reusser, K, Klieme, E (2003) Unterrichtsqualit?t auf der Basis hoch-inferenter Unterrichtsbeurteilungen. Ein Vergleich zwischen Deutschland und der deutschsprachigen Schweiz. Unterrichtswissenschaft 31: pp. 122-141
  14. Depaepe, F, Verschaffel, L, Kelchtermanns, G (2013) Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematical educational research. Teaching and Teacher Education 34: pp. 12-25 CrossRef
  15. D?hrmann, M., Kaiser, G. & Bl?meke, S. (2014). The?conceptualisation of mathematics competencies in the international?teacher education study TEDSM. In S. Bl?meke , F.J.?Hsieh, G.?Kaiser, & W. H. Schmidt (Eds.). / ?International Perspectives on Teacher?Knowledge, Beliefs and Opportunities to Learn?(pp. 431456).?Dordrecht, The Netherlands: Springer.
  16. Even, R. & Ball, D. L. (Eds.). (2008). / The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer.
  17. Goldman, R., Pea, R., Barron, B. & Denny, S. J. (Eds.). (2007). / Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum.
  18. Hiebert, J, Gallimore, R, Garnier, H, Givven, KB, Hollingsworth, H, Jacobs, J, Chui, AM-Y, Wearne, D, Smith, M, Manaster, A, Tseng, E, Etterbeek, W, Manaster, C, Gonzales, P, Stigler, JW (2003) Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study. U.S. Department of Education, Nation
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Mathematics Education
  Science Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1774

文摘

Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge) has become prominent in the last decade; however, the development of video-based assessment approaches is a more recent topic. This paper follows the call for more situated and performance-related ways to assess teacher competence. We discuss the theoretical and methodological challenges connected to the development of such instruments and exemplify these by an instrument developed within the follow-up study of the international “Teacher Education and Development Study in Mathematics (TEDS-M)- called TEDS-FU. Drawing on the novice-expert framework from cognitive psychology allows analysing the structure and development of mathematics teachers-professional competence. More recent concepts on teacher noticing of classroom situations and students-activities are incorporated into this video-based evaluation instrument, which is described in detail in this paper, by assessing perceptual, interpretative and decision-making skills. Reliability and validity concerns remain an issue of such assessments for which solutions are proposed. Overall, the paper shows that a more comprehensive evaluation of teachers-competence comprising cognitive-affective and situated facets is possible and has been achieved.