Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results
The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise (CME) of teachers and for which statistical results are provided. CME measurement is conceptualized by using four video clips that refer to typical classroom management situations i...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2015-12-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2014.991178 |
| _version_ | 1827887515353219072 |
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| author | Johannes König |
| author_facet | Johannes König |
| author_sort | Johannes König |
| collection | DOAJ |
| description | The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise (CME) of teachers and for which statistical results are provided. CME measurement is conceptualized by using four video clips that refer to typical classroom management situations in which teachers are heavily challenged (involving the challenges to manage transitions, instructional time, student behavior, and instructional feedback) and by applying three cognitive demands posed on respondents when responding to test items related to the video clips (accuracy of perception, holistic perception, and justification of action). Research questions are raised regarding reliability, testlet effects (related to the four video clips applied for measurement), intercorrelations of cognitive demands, and criterion-related validity of the instrument. Evidence is provided that (1) using a video-based assessment CME can be measured in a reliable way, (2) the CME total score represents a general ability that is only slightly influenced by testlet effects related to the four video clips, (3) the three cognitive demands conceptualized for the measurement of CME are highly intercorrelated, and (4) the CME measure is positively correlated with declarative-conceptual general pedagogical knowledge (medium effect size), whereas it shows only small size correlations with non-cognitive teacher variables. |
| first_indexed | 2024-03-12T20:18:47Z |
| format | Article |
| id | doaj.art-b025484d31c34b949313dc69ffce16a2 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:18:47Z |
| publishDate | 2015-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-b025484d31c34b949313dc69ffce16a22023-08-02T01:07:41ZengTaylor & Francis GroupCogent Education2331-186X2015-12-012110.1080/2331186X.2014.991178991178Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical resultsJohannes König0University of CologneThe study aims at developing and exploring a novel video-based assessment that captures classroom management expertise (CME) of teachers and for which statistical results are provided. CME measurement is conceptualized by using four video clips that refer to typical classroom management situations in which teachers are heavily challenged (involving the challenges to manage transitions, instructional time, student behavior, and instructional feedback) and by applying three cognitive demands posed on respondents when responding to test items related to the video clips (accuracy of perception, holistic perception, and justification of action). Research questions are raised regarding reliability, testlet effects (related to the four video clips applied for measurement), intercorrelations of cognitive demands, and criterion-related validity of the instrument. Evidence is provided that (1) using a video-based assessment CME can be measured in a reliable way, (2) the CME total score represents a general ability that is only slightly influenced by testlet effects related to the four video clips, (3) the three cognitive demands conceptualized for the measurement of CME are highly intercorrelated, and (4) the CME measure is positively correlated with declarative-conceptual general pedagogical knowledge (medium effect size), whereas it shows only small size correlations with non-cognitive teacher variables.http://dx.doi.org/10.1080/2331186X.2014.991178classroom managementgeneral pedagogical knowledgeteacher expertisevideo clipstestassessment |
| spellingShingle | Johannes König Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results Cogent Education classroom management general pedagogical knowledge teacher expertise video clips test assessment |
| title | Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results |
| title_full | Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results |
| title_fullStr | Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results |
| title_full_unstemmed | Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results |
| title_short | Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results |
| title_sort | measuring classroom management expertise cme of teachers a video based assessment approach and statistical results |
| topic | classroom management general pedagogical knowledge teacher expertise video clips test assessment |
| url | http://dx.doi.org/10.1080/2331186X.2014.991178 |
| work_keys_str_mv | AT johanneskonig measuringclassroommanagementexpertisecmeofteachersavideobasedassessmentapproachandstatisticalresults |