Instructional sensitivity as a prerequisite for determining the effectiveness of interventions in educational research.

Autor/inn/en	Naumann, Alexander; Musow, Stephanie; Katstaller, Michaela
Titel	Instructional sensitivity as a prerequisite for determining the effectiveness of interventions in educational research.
Quelle	Aus: Astleitner, Hermann (Hrsg.): Intervention research in educational practice. Alternative theoretical frameworks and application problems. Münster; New York: Waxmann (2020) S. 149-170Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8309-4197-8; 978-3-8309-4197-2
Schlagwörter	Bildungsforschung; Forschungsdesign; Psychometrie; Test; Unterricht; Messverfahren; Zeit; Effektivität; Intervention; Modellierung
Abstract	Student achievement has become a major criterion for evaluating the effectiveness of schooling and teaching. However, valid interpretation and use of test scores in educational contexts require more detailed information about the degree to which the applied test instruments are appropriate to evaluate the intended educational and interventional effects. Instructional sensitivity is the psychometric property of tests or single items to capture effects of classroom instruction. Although instructional sensitivity is a prerequisite for valid inferences on teaching effectiveness, sensitivity is rather assumed than verified in practice. The aim of this chapter is to improve the understanding of instructional sensitivity and its measurement in educational intervention research. Specifically, it first provides an overview of the theoretical framework and relevance of instructional sensitivity. Then, different approaches of measuring instructional sensitivity are outlined and procedures of implementing instructional sensitivity in educational intervention studies are introduced and contrasted with each other. Finally, the role of time spans is discussed and modelling change for short-time and long-time effects in pretest-posttest-follow-up designs is addressed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2