Measuring Classroom Management Expertise (CME) of Teachers: A Video-Based Assessment Approach and Statistical Results

Autor/in	König, Johannes
Titel	Measuring Classroom Management Expertise (CME) of Teachers: A Video-Based Assessment Approach and Statistical Results
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 991178 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.991178
Schlagwörter	Classroom Techniques; Expertise; Video Technology; Teacher Evaluation; Statistical Analysis; Cognitive Processes; Difficulty Level; Correlation; Test Reliability; Test Validity; Elementary School Teachers; Secondary School Teachers; Item Response Theory; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Klassenführung; Expert appraisal; Teacher appraisal; Lehrerbeurteilung; Statistische Analyse; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Korrelation; Testreliabilität; Testvalidität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Item-Response-Theorie; Ausland; Deutschland
Abstract	The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise (CME) of teachers and for which statistical results are provided. CME measurement is conceptualized by using four video clips that refer to typical classroom management situations in which teachers are heavily challenged (involving the challenges to manage transitions, instructional time, student behavior, and instructional feedback) and by applying three cognitive demands posed on respondents when responding to test items related to the video clips (accuracy of perception, holistic perception, and justification of action). Research questions are raised regarding reliability, testlet effects (related to the four video clips applied for measurement), intercorrelations of cognitive demands, and criterion-related validity of the instrument. Evidence is provided that (1) using a video-based assessment CME can be measured in a reliable way, (2) the CME total score represents a general ability that is only slightly influenced by testlet effects related to the four video clips, (3) the three cognitive demands conceptualized for the measurement of CME are highly intercorrelated, and (4) the CME measure is positively correlated with declarative-conceptual general pedagogical knowledge (medium effect size), whereas it shows only small size correlations with non-cognitive teacher variables. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01