Table Of ContentMethodology of Educational Measurement and Assessment
Detlev Leutner
Jens Fleischer
Juliane Grünkorn
Eckhard Klieme E ditors
Competence
Assessment
in Education
Research, Models and Instruments
Methodology of Educational Measurement
and Assessment
Series editors
Bernard Veldkamp, Research Center for Examinations and Certification (RCEC),
University of Twente, Enschede, The Netherlands
Matthias von Davier, National Board of Medical Examiners (NBME), Philadelphia,
USA1
1 This work was conducted while M. von Davier was employed with Educational Testing Service.
This new book series collates key contributions to a fast-developing field of education
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Methodology of Educational Measurement and Assessment offers readers reliable
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Detlev Leutner • Jens Fleischer
Juliane Grünkorn • Eckhard Klieme
Editors
Competence Assessment
in Education
Research, Models and Instruments
Editors
Detlev Leutner Jens Fleischer
Faculty of Educational Sciences, Faculty of Educational Sciences,
Department of Instructional Psychology Department of Instructional Psychology
University of Duisburg-Essen University of Duisburg-Essen
Essen, Germany Essen, Germany
Juliane Grünkorn Eckhard Klieme
German Institute for International German Institute for International
Educational Research (DIPF) Educational Research (DIPF)
Frankfurt/Main, Germany Frankfurt/Main, Germany
ISSN 2367-170X ISSN 2367-1718 (electronic)
Methodology of Educational Measurement and Assessment
ISBN 978-3-319-50028-7 ISBN 978-3-319-50030-0 (eBook)
DOI 10.1007/978-3-319-50030-0
Library of Congress Control Number: 2017935541
© Springer International Publishing AG 2017
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Contents
1 Competence Assessment in Education: An Introduction .................... 1
Detlev Leutner, Jens Fleischer, Juliane Grünkorn,
and Eckhard Klieme
Part I Modeling and Assessing Student Competencies
2 Science-P I: Modeling Conceptual Understanding
in Primary School ................................................................................... 9
Judith Pollmeier, Steffen Tröbst, Ilonca Hardy, Kornelia Möller,
Thilo Kleickmann, Astrid Jurecka, and Knut Schwippert
3 Science-P II: Modeling Scientific Reasoning
in Primary School ................................................................................... 19
Susanne Koerber, Beate Sodian, Christopher Osterhaus, Daniela Mayer,
Nicola Kropf, and Knut Schwippert
4 The Heidelberg Inventory of Geographic System
Competency Model ................................................................................. 31
Kathrin Viehrig, Alexander Siegmund, Joachim Funke,
Sascha Wüstenberg, and Samuel Greiff
5 An Extended Model of Literary Literacy ............................................. 55
Christel Meier, Thorsten Roick, Sofie Henschel, Jörn Brüggemann,
Volker Frederking, Adelheid Rieder, Volker Gerner, and Petra Stanat
6 Self-Regulated Learning with Expository Texts as a Competence:
Competence Structure and Competence Training ............................... 75
Joachim Wirth, Melanie Schütte, Jessica Wixfort, and Detlev Leutner
v
vi Contents
Part II Modeling and Assessing Teacher Competencies
7 Investigating Pre-service Teachers’ Professional Vision
Within University-Based Teacher Education ....................................... 93
Tina Seidel, Kathleen Stürmer, Manfred Prenzel, Gloria Jahn,
and Stefanie Schäfer
8 Teacher Knowledge Experiment: Conditions
of the Development of Pedagogical Content Knowledge ..................... 111
Thilo Kleickmann, Steffen Tröbst, Aiso Heinze, Andrea Bernholt,
Roland Rink, and Mareike Kunter
9 Teachers’ School Tracking Decisions .................................................... 131
Ines Böhmer, Cornelia Gräsel, Sabine Krolak-Schwerdt,
Thomas Hörstermann, and Sabine Glock
10 Modeling, Measuring, and Training Teachers’ Counseling
and Diagnostic Competencies ................................................................ 149
Mara Gerich, Monika Trittel, Simone Bruder, Julia Klug,
Silke Hertel, Regina Bruder, and Bernhard Schmitz
11 Development and Evaluation of a Competence Model for Teaching
Integrative Processing of Texts and Pictures (BiTe) ............................ 167
Annika Ohle, Nele McElvany, Britta Oerke, Wolfgang Schnotz,
Inga Wagner, Holger Horz, Mark Ullrich, and Jürgen Baumert
Part III Modeling and Assessing Vocational Competencies
and Adult Learning
12 Multidimensional Competency Assessments
and Structures in VET ............................................................................ 183
Tobias Gschwendtner, Stephan Abele, Thomas Schmidt,
and Reinhold Nickolaus
13 Professional Competencies of Building Trade Apprentices
After Their First Year of Training ......................................................... 203
Kerstin Norwig, Cordula Petsch, and Reinhold Nickolaus
14 Assessing Tomorrow’s Potential: A Competence
Measuring Approach in Vocational Education and Training ............. 221
Viola Katharina Klotz and Esther Winther
Part IV C ompetency Development: Modeling of Change
and Training of Competencies
15 The Development of Students’ Physics Competence
in Middle School ...................................................................................... 247
Susanne Weßnigk, Knut Neumann, Tobias Viering,
David Hadinek, and Hans E. Fischer
Contents vii
16 Modeling and Fostering Decision-Making Competencies
Regarding Challenging Issues of Sustainable Development ............... 263
Susanne Bögeholz, Sabina Eggert, Carolin Ziese,
and Marcus Hasselhorn
17 Metacognitive Knowledge in Secondary School Students:
Assessment, Structure, and Developmental Change ............................ 285
Wolfgang Schneider, Klaus Lingel, Cordula Artelt,
and Nora Neuenhaus
18 Development of Dynamic Usage of Strategies for Integrating
Text and Picture Information in Secondary Schools ........................... 303
Wolfgang Schnotz, Inga Wagner, Fang Zhao, Mark Ullrich,
Holger Horz, Nele McElvany, Annika Ohle, and Jürgen Baumert
19 Training in Components of Problem-Solving Competence:
An Experimental Study of Aspects of the Cognitive Potential
Exploitation Hypothesis.......................................................................... 315
Florian Buchwald, Jens Fleischer, Stefan Rumann,
Joachim Wirth, and Detlev Leutner
20 An Intensive Longitudinal Study of the Development
of Student Achievement over Two Years (LUISE) ............................... 333
Gizem Hülür, Fidan Gasimova, Alexander Robitzsch,
and Oliver Wilhelm
Part V Innovations in Psychometric Models
and Computer-Based Assessment
21 Multidimensional Structures of Competencies: Focusing
on Text Comprehension in English as a Foreign Language ................ 357
Johannes Hartig and Claudia Harsch
22 Multidimensional Adaptive Measurement of Competencies .............. 369
Andreas Frey, Ulf Kroehne, Nicki-Nils Seitz, and Sebastian Born
23 Development, Validation, and Application of a Competence Model
for Mathematical Problem Solving by Using and Translating
Representations of Functions ................................................................. 389
Timo Leuders, Regina Bruder, Ulf Kroehne, Dominik Naccarella,
Renate Nitsch, Jan Henning-Kahmann, Augustin Kelava,
and Markus Wirtz
24 Relating Product Data to Process Data from Computer-Based
Competency Assessment ......................................................................... 407
Frank Goldhammer, Johannes Naumann, Heiko Rölke, Annette Stelter,
and Krisztina Tóth
viii Contents
25 Dynamic Problem Solving: Multiple-Item Testing Based
on Minimally Complex Systems ............................................................ 427
Joachim Funke and Samuel Greiff
Part VI F eedback From Competency Assessment:
Concepts, Conditions and Consequences
26 Formative Assessment in Mathematics Instruction:
Theoretical Considerations and Empirical Results
of the Co2CA Project ............................................................................... 447
Katrin Rakoczy, Eckhard Klieme, Dominik Leiß,
and Werner Blum
27 Arguing Validity in Educational Assessment ........................................ 469
Simon P. Tiffin-Richards and Hans Anand Pant
28 Evaluating Prerequisites for the Development
of a Dynamic Test of Reading Competence: Feedback
Effects on Reading Comprehension in Children .................................. 487
Tobias Dörfler, Stefanie Golke, and Cordula Artelt
Chapter 1
Competence Assessment in Education:
An Introduction
Detlev Leutner, Jens Fleischer, Juliane Grünkorn, and Eckhard Klieme
Abstract In this chapter, the structure and the specific research areas of the German
DFG-Priority Program “Competence Models for Assessing Individual Learning
Outcomes and Evaluating Educational Processes” are briefly described, in order to
provide a background for the following chapters, which describe various individual
projects of this Priority Program. The chapters have been organized into six the-
matic parts.
Keywords Competencies • Assessment • DFG-Priority Program “Competence
Models for Assessing Individual Learning Outcomes and Evaluating Educational
Processes”
1.1 The German DFG-Priority Program “Competence
Models for Assessing Individual Learning Outcomes
and Evaluating Educational Processes”
In the past few decades, educational systems worldwide have been moving towards
evidence-based policy and practice (e.g., Slavin 2002), where “evidence” often
implies empirical assessment of students’ competencies as the main outcome of
education at school. Thus, the assessment of competencies plays a key role in opti-
mizing educational processes and improving the effectiveness of educational sys-
tems. However, the theoretically and empirically adequate assessment of
competencies in educational settings is a challenging endeavor that is often under-
estimated by policy makers and practitioners.
D. Leutner (*) • J. Fleischer
Faculty of Educational Sciences, Department of Instructional Psychology,
University of Duisburg-Essen, Essen, Germany
e-mail: [email protected]; [email protected]
J. Grünkorn • E. Klieme
German Institute for International Educational Research (DIPF), Frankfurt/Main, Germany
e-mail: [email protected]; [email protected]
© Springer International Publishing AG 2017 1
D. Leutner et al. (eds.), Competence Assessment in Education, Methodology of
Educational Measurement and Assessment, DOI 10.1007/978-3-319-50030-0_1
