Skala: Science specific teacher collaboration
KonstruktzuordnungMaßnahmen der Qualitätsentwicklung
Theoretische Zuordnung in der AusgangsstudieTeacher qualification and professional knowledge/Teacher qualification/Professional development/
UrsprungSelbstentwickelte Skala
QuelleCore 6 Development ,
ZitationKuger, S.; Jude, N.; Klieme, E.; Kaplan, D. (2016). Science specific teacher collaboration - 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 Science
Erhebungszeitraum2014
Veröffentlichungsdatum30.06.2020
Anzahl Items22
Einleitender TextTo what extent do you disagree or agree with the following statements about regular cooperation among your fellow [school science] teachers and yourself?
Please select one response in each row.
Items der Skala
| Item-Formulierung | Mittelwert | Standardabweichung | Trennschärfe |
|---|---|---|---|
| We pursue the same educational objectives. | 3.31 | 0.59 | -- |
| We decide together what teaching materials should be used in lessons. | 3.08 | 0.68 | -- |
| Apart from end-of-term conferences, we rarely discuss what targets students are expected to achieve in [school science] lessons. | 2.08 | 0.81 | -- |
| We discuss the achievement requirements for [school science] when setting tests. | 3.05 | 0.68 | -- |
| We communicate information about subject-related issues. | 3.27 | 0.61 | -- |
| We cooperate constructively on ways of teaching [school science]. | 3.14 | 0.66 | -- |
| It is natural for us to cooperate on what homework to give to our students. | 2.71 | 0.79 | -- |
| We use our lesson-free periods to work together. | 2.70 | 0.76 | -- |
| We exchange tasks that we used to create written tests. | 2.98 | 0.74 | -- |
| Our criteria for grading tests differ very little. | 2.99 | 0.68 | -- |
| We discuss the criteria we use to grade written tests. | 3.07 | 0.69 | -- |
| We discuss ways to stimulate students' [broad science] skills. | 3.07 | 0.65 | -- |
| We exchange tasks for lessons and homework that cover a range of different levels of difficulty. | 2.86 | 0.73 | -- |
| I prepare a selection of teaching units with my fellow [school science] teachers. | 2.84 | 0.77 | -- |
| We discuss ways to teach learning strategies and techniques to our students. | 3.02 | 0.66 | -- |
| I discuss lessons with other [school science] teachers even outside official meetings and conferences. | 0.31 | 0.66 | -- |
| We exchange teaching material. | 3.09 | 0.67 | -- |
| My fellow [school science] teachers benefit from my specific skills and interests. | 3.00 | 0.64 | -- |
| Our discussions mostly focus on the achievements of our students. | 2.83 | 0.70 | -- |
| We discuss ways to better identify students' individual strengths and weaknesses. | 2.95 | 0.67 | -- |
| We discuss strategies for coping with professional problems. | 2.98 | 0.67 | -- |
| We talk in an open manner about our experiences with classroom teaching. | 3.23 | 0.64 | -- |
Antwortkategorie
| Wert | Bedeutung |
|---|---|
| 1 | Strongly disagree |
| 2 | Disagree |
| 3 | Agree |
| 4 | Strongly agree |
StudiePISA - Programme for International Student Assessment (2015)
ErhebungFragebogenerhebung (Skalenkollektion): Chapter 04 - Field Trial (PISA 2015)