Prerequisites, structure and effects of teachers' diagnostic competence

Examination of prerequisites, structure and effects of teachers' diagnostic competence is a subproject of the BiKS-study (educational processes, competence development and selection decisions in preschool- and school age), which is supported by the German Research Foundation (DFG).

More information about BiKS is found here:www.biks-bamberg.de .

Description of the project

This subproject focuses on the structure, the prerequisites and the effects of teachers' diagnostic competence. Based on the dataset of the longitudinal BiKS-8-14-study, this project aims at investigating the accuracy of teachers' diagnostic judgements concerning students' competencies in three different school related subject domains (German, Maths and English) as well as judgements on students' motivations and emotions. The major issue of this subproject is to analyse the precursors and prerequisites of diagnostic competence. To this end we will differentiate between features of the class, the judgement object and the teacher as predictor variables. In addition, the study assesses which of these variables might mediate the effect of teachers' diagnostic competence on students' performance.

Additional study

Within the context of an additional study, the professional knowledge base of teachers' diagnostic competence will be investigated in the domain of text comprehension. Thus, we are interested in the teachers' knowledge about factors affecting the difficulty of tasks and text characteristics, and the text comprehension strategies. Moreover, the variability and the promotion of knowledge base will be examined by comparing teachers with different professional background.

Publications

 Karing, C. (2009). Diagnostische Kompetenz von Grundschul- und Gymnasiallehrkräften im Leistungsbereich und im Bereich Interessen [Diagnostic Competence of Elementary and Secondary School Teachers in the Domains of Competence and Interests]. Zeitschrift für Pädagogische Psychologie, 23, 197-209. DOI:10.1024/1010-0652.23.34.197

Lorenz, C. & Artelt, C. (2009). Fachspezifität und Stabilität diagnostischer Kompetenz von Grundschullehrkräften in den Fächern Deutsch und Mathematik [Domain Specificity and Stability of Diagnostic Competence Among Primary School Teachers in the School Subjects of German and Mathemnatics]. Zeitschrift für Pädagogische Psychologie, 23, 211-222. DOI:10.1024/1010-0652.23.34.211

Karing, C., Matthäi, J. & Artelt, C. (2011). Genauigkeit von Lehrerurteilen über die Lesekompetenz ihrer Schülerinnen und Schüler in der Sekundarstufe I - Eine Frage der Spezifität? [Lower Secondary School Teacher Judgment Accuracy of Students' Reading Competence - A Matter of Specificity?]Zeitschrift für Pädagogische Psychologie, 25(3), 159-172. DOI:10.1024/1010-0652/a000041

Lorenz, C. & Karing, C. (2011). Kinder richtig einschätzen. Diagnostische Kompetenz bei Grundschullehrkräften [Assessing children accurately. Elementary School Teachers' Diagnostic Competence]. Die Grundschulzeitschrift, 248.249 (25), 18-21.

Karing, C., Dörfler, T. & Artelt, C. (in press) How accurate are teacher and parent judgments of lower secondary school children’s test anxiety?

Karing, C., Pfost, M. & Artelt, C. (2011). Hängt die diagnostische Kompetenz von Sekundarstufenlehrkräften mit der Entwicklung der Lesekompetenz und der mathematischen Kompetenz ihrer Schülerinnen und Schüler zusammen? Journal for Educational Research Online, 3, 121-149. [Open Access: http://www.j-e-r-o.com/index.php/jero/article/download/188/132 ]