Preservice teachers' beliefs about students' mathematical knowledge structure as a foundation for formative assessments

Stephanie Herppich; Jörg Wittwer

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 242–254

In an experiment, we studied beliefs about the structure of students' mathematical knowledge that may affect teachers' formative assessments. Using a novel approach that simulated an assessment situation, we measured the beliefs of N = 42 preservice ...

Language: English

Expertise Amiss: Interactivity Fosters Learning but Expert Tutors Are Less Interactive than Novice Tutors

Stephanie Herppich; Jörg Wittwer; Matthias Nückles; Alexander Renkl

Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 3 (2016) pp. 205–219

The extent to which tutors are interactive and engage in dialogue with a student tends to depend on their pedagogical expertise. Normally, tutors with pedagogical expertise are more interactive than tutors without pedagogical expertise. This finding,...

Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

Stephanie Herppich; Anna-Katharina Praetorius; Natalie Förster; Inga Glogger-Frey; Karina Karst; Detlev Leutner; Lars Behrmann; Matthias Böhmer; Stefan Ufer; Julia Klug; Andreas Hetmanek; Annika Ohle; Ines Böhmer; Constance Karing; Johanna Kaiser; Anna Südkamp

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 181–193

In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully...

Language: English