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The Challenges of Measurement in Higher Education

IEA’s Teacher Education and Development Study in Mathematics (TEDS-M)

Series:

Sigrid Blömeke

Sigrid Blömeke, Anja Felbrich and Christiane Müller

A person’s beliefs constitute a vital part of one’s professional competences as beliefs are crucial to the perception of situations and as they also influence our choice of actions. How-ever, beliefs are not a well-defined construct. The present paper focuses on beliefs of future teachers about the nature of mathematics. Its aim is to inquire the structure and level of these beliefs. In the first part of the paper models of belief structure known from the literature will be reviewed. The second part presents analyses on the structure of the beliefs which are based on data from 849 students of teacher education institutions in three Federal States of Germany. These data originate from the P-TEDS study which explores and compares mathematics teacher education in Bulgaria, Germany, Mexico, South Korea, Taiwan, and the United States. P-TEDS has been conceptualized as a prepatory study for the “Teacher Education and Development Study: Learning to teach mathematics (TEDS-M)” carried out by the IEA beginning in 2006 in order to develop and pilot instruments for assessment in an international context.

Series:

Martina Döhrmann, Gabriele Kaiser and Sigrid Blömeke

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Edited by Sigrid Blömeke, Olga Zlatkin-Troitschanskaia, Christiane Kuhn and Judith Fege

Measuring competencies acquired over the course of higher education is an area of research that largely has been neglected. This deficit can be attributed to the complexity of academic competencies since the variety of institutions, programs, occupational fields and job requirements render it difficult to define and even harder to measure outcomes. Thus, assessing the preconditions for and effects of competency development is a challenge methodologically. In this book, a comprehensive review of the international state of research on modeling and measuring competencies in higher education across several academic disciplines is presented, along with an evaluation of the field’s strengths and weaknesses. Renowned experts share insight into the most important recent research projects and point out controversies and challenges. Competencies are regarded as context-specific dispositions acquired and required to cope successfully with domain-specific situations and tasks. However, the range of these dispositions is controversial. Should only cognitive facets be included or is it important to consider attitudes as well? Insufficient response rates and panel attrition are further challenges, as are the limitations of paper-and-pencil approaches to the complex measurement of higher education outcomes. Thus, this book may serve as a platform for the exchange of research experiences and perspectives and hopefully will instigate improvements in research into higher education.

Series:

Sigrid Blömeke, Olga Zlatkin-Troitschanskaia, Christiane Kuhn and Judith Fege

Series:

Sigrid Blömeke, Olga Zlatkin-Troitschanskaia, Christiane Kuhn and Judith Fege