Reducing implicit diagnostic criteria - Fostering preservice teachers' expertise

减少隐性诊断标准 - 培养职前教师的专业知识

• 批准号: 466256861
• 负责人: Dr. Christin Laschke
• 金额: --
• 依托单位: Abteilung Didaktik der Mathematik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/466256861?language=en
• 关键词: Reducing; implicit; diagnostic; criteria; Fostering

Diagnostic judgment forms the basis for performance assessments of students, grades, and transition recommendations, and is thus a decisive factor in the academic development of students and their educational careers. In this respect, diagnostic judgment has an important role that must be given special attention when the professionalize teachers. In order to evaluate students' products such as solutions to mathematical tasks, teachers must be enabled to apply explicit criteria oriented to normative standards or learning goals in the diagnostic judgments, required for this purpose. According to empirical findings, implicit criteria can affect diagnostic judgments and thus compete with existing explicit criteria. Accordingly, teachers' performance expectations and assessments can be affected by stereotypes about students with a migration background, about students’ gender, and about their social background, and therefore can reinforce inequitable opportunities in the educational system. In order to reduce disparities between students with and without a migration background as well as different genders and social backgrounds, the aim of the project is to strengthen the diagnostic judgment skills of prospective teachers and to reduce the effect of implicit criteria in diagnostic judgments, already during the teacher training program. It will be tested whether a) knowledge about explicit subject-related diagnostic criteria and their application as well as b) knowledge about implicit criteria, which are caused by stereotypes, their influence on diagnostic judgment and self-awareness can influence the judgment of students' solutions to mathematics tasks. For this purpose, a randomized-controlled trial with 300 preservice teachers with the following factor levels will be conducted: 3 (waiting) control group/experimental group I/experimental group II) x 2 (expected/unexpected student solution from the field of stochastics) x 2 (female/male first name) x 2 (first name implying high/low socioeconomic status of parents) x 2 (first name implying Turkish/no Turkish origin). As an intervention, two digitally deliverable workshops will be designed to address (a) explicit subject-based diagnostic criteria and their practical application and (b) implicit stereotype-based criteria and their influence on diagnostic judgment, each with a particular focus on reflection and self-awareness. In order to test the effects of the interventions, an instrument developed in a pre-study will be used, which shows student solutions of stochastic tasks combined with first names implying different characteristics, to be judged by the participants on the basis of closed items. Additionally, the preservice teachers will be asked for transition predictions for selected cases. The data will be analysed using inferential statistical procedures.

诊断性判断形成了对学生的成绩评估、成绩和过渡建议的基础，因此是学生学业发展和教育生涯的决定性因素。在这方面，诊断性判断具有重要作用，在教师专业化过程中必须给予特别关注。为了评价学生的成果，如数学任务的解决方案，教师必须能够应用明确的标准，面向规范标准或学习目标的诊断判断，为此目的所需的。根据实证研究结果，内隐标准可以影响诊断判断，从而与现有的外显标准竞争。因此，教师的业绩预期和评估可能受到关于有移民背景的学生、学生性别及其社会背景的定型观念的影响，因此可能加剧教育系统中的机会不平等。为了减少有移民背景和无移民背景的学生之间以及不同性别和社会背景之间的差异，该项目的目的是加强未来教师的诊断判断技能，并减少诊断判断中隐含标准的影响，这已经在教师培训方案中进行了。本研究将检验a）关于与学科相关的外显诊断标准及其应用的知识以及B）关于由刻板印象引起的内隐标准的知识及其对诊断判断和自我意识的影响是否会影响学生对数学任务解决方案的判断。为此，将对300名副教师进行随机对照试验，其因素水平如下：3（等待）对照组/实验组I/实验组II）x 2（来自随机领域的预期/非预期学生解决方案）x 2（女性/男性的名字）x 2（名字意味着父母的社会经济地位高/低）x 2（名字意味着土耳其人/无土耳其血统）。作为一项干预措施，将设计两个可数字化交付的讲习班，以讨论（a）明确的基于主题的诊断标准及其实际应用，以及（B）隐含的基于陈规定型的标准及其对诊断判断的影响，每个讲习班都特别侧重于反思和自我意识。为了测试干预措施的效果，将使用在预研究中开发的工具，该工具显示学生对随机任务的解决方案，并结合暗示不同特征的名字，由参与者根据封闭项目进行判断。此外，还将要求实习教师对选定的案例进行过渡预测。将使用推断统计程序分析数据。