Reducing implicit diagnostic criteria - Fostering preservice teachers' expertise

诊断性判断构成了对学生、成绩和过渡建议的表现评估的基础，因此是学生学业发展和教育事业的决定性因素。在这方面，诊断判断具有重要的作用，在教师专业化时必须给予特别的重视。为了评估学生的产品，如数学任务的解决方案，教师必须能够在诊断判断中应用针对标准标准或学习目标的明确标准，这是实现这一目的所必需的。根据经验发现，隐性标准可以影响诊断判断，从而与现有的显性标准相竞争。因此，教师的表现期望和评估可能会受到对有移民背景的学生、学生性别和他们的社会背景的成见的影响，因此可能会加强教育系统中的不平等机会。为了减少有移民背景和没有移民背景的学生以及不同性别和社会背景的学生之间的差异，该项目的目的是加强未来教师的诊断判断技能，并减少在教师培训计划期间已经存在的诊断判断中隐含标准的影响。本研究将考察a)关于显性学科相关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，它们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的解决方案的判断。为此，将对300名职前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I组/实验II组)x 2(来自随机领域的期望/意外的学生答案)x 2(女性/男性名字)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/非土耳其人血统)。作为一种干预措施，将设计两个数字交付讲习班，以讨论：(A)明确的基于对象的诊断标准及其实际应用；(B)基于陈规定型观念的隐含标准及其对诊断判断的影响，每个标准都特别注重反思和自我认识。为了检验干预措施的效果，将使用一种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，由参与者根据封闭的项目进行判断。此外，职前教师将被要求对选定的案例进行过渡预测。这些数据将使用推论统计程序进行分析。

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.