Skala: Teachers’ grading practice
KonstruktzuordnungLeistungsbeurteilung / Diagnostische Kompetenz
Theoretische Zuordnung in der AusgangsstudieAssessment, Evaluation and Accountability/Student assessment/Instruments/
UrsprungEigenentwicklung
QuelleCore 6 Development ,
ZitationKuger, S.; Jude, N.; Klieme, E.; Kaplan, D. (2016). Teachers’ grading practice - Lehrkräfte [Fragebogenskala: Version 1.0]. In: Programme for International Student Assessment (2015) - Fragebogenerhebung Chapter 04 - Field Trial (PISA 2015) [Skalenkollektion: Version 1.0]. Datenerhebung 2014. Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF. http://dx.doi.org/10.7477/150:0:1
Theoretischer Hintergrund--
ZielgruppeTeacher General
Erhebungszeitraum2014
Anmerkung[Standardised tests] are consistent in design, content, administration and scoring. Results can be compared across students and schools. This excludes teacher-developed tests!
Veröffentlichungsdatum30.06.2020
Anzahl Items16
Einleitender TextTo what extent do you use the following approaches to assign final [semester] grades to students in [national modal grade for 15-year-olds].
Please select one response in each row.
If you need further explanation of the term “[standardised tests]”, please use the help button.
Items der Skala
| Item-Formulierung | Mittelwert | Standardabweichung | Trennschärfe |
|---|---|---|---|
| I consider students’ individual improvement of performance since the beginning of the [semester]. | 3.35 | 0.74 | -- |
| I consider students’ problem solving ability. | 3.30 | 0.72 | -- |
| I consider students’ critical thinking ability. | 3.24 | 0.75 | -- |
| I consider students’ performance in collaborative problem solving activities. | 3.16 | 0.77 | -- |
| I recognize students’ effort; even if performance does not improve. | 3.31 | 0.72 | -- |
| I compare student performance in the current course to that of students from the previous course. | 2.61 | 1.00 | -- |
| I compare a student’s performance to that of other students in the course. | 2.67 | 0.93 | -- |
| I compare students’ performance to written [national or regional performance standards]. | 2.46 | 0.99 | -- |
| I recognize exceptional academic merit, e.g. taking part in a [national contest]. | 2.83 | 0.97 | -- |
| I use a set scale of percentages of correct responses to assess the students' performance. | 2.87 | 0.93 | -- |
| I consider the degree to which the student participates in the class. | 3.41 | 0.72 | -- |
| I consider the quality of homework. | 3.20 | 0.79 | -- |
| I base grades on [standardised tests] mandated by national, state or district authorities, e.g. [country specific example]. | 2.45 | 1.07 | -- |
| I base grades on non-mandatory, publicly or commercially available [standardised tests], e.g. [country specific example]. | 2.08 | 1.01 | -- |
| I consider students’ behaviour, e.g. disruptive or supportive behaviour. | 2.97 | 0.91 | -- |
| I base grades on my overall judgement of students’ learning. | 3.16 | 0.86 | -- |
Antwortkategorie
| Wert | Bedeutung |
|---|---|
| 1 | Not at all |
| 2 | Very little |
| 3 | To some extent |
| 4 | To large extent |
StudiePISA - Programme for International Student Assessment (2015)
DateienPISA2
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