Absolute and Relative Measures of Instructional Sensitivity

Naumann, Alexander; Hartig, Johannes; Hochweber, Jan

doi:10.3102/1076998617703649

Cited by 14 publications

(11 citation statements)

References 27 publications

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“…However, this solution may be more challenging for other measures (e.g., instructional sensitivity for final examination grades might vary more strongly between groups of students) and could result in the need for study designs and data with strong requirements. For instance, to rigorously test for instructional sensitivity, extensive longitudinal data are needed to test for absolute and relative instructional sensitivity (Naumann et al, 2017). Likewise, the relevance of grades might vary between different students (independently of how grades count toward the final GPA), and studies would need to assess relevance at the student level to objectively derive appropriate aggregates.…”

Section: Research Prospectsmentioning

confidence: 99%

When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.

Hübner

Spengler

Nagengast

et al. 2022

Journal of Educational Psychology

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Students' academic achievement is a key predictor of various life outcomes. The two most prominent measures of academic achievement are grades and standardized test scores. Both measures are commonly used during selection processes as well as for educational monitoring and accountability. Research has suggested that grades and test scores are strongly related to students' characteristics (e.g., cognitive abilities) but might differentially reflect personality.In order to better explain differential personality-achievement associations, it is important to move beyond the dichotomy of grades versus test scores. To this end, we propose the personality-achievement saturation hypothesis (PASH), which suggests that associations between personality and achievement vary, depending on four main features of the achievement measure used: level of standardization, relevance for the student, curricular validity, and instructional sensitivity. The PASH suggests that conscientiousness should typically be more strongly associated with grade point average, followed by course grades and final examination grades, whereas openness should be more strongly associated with test scores. We used data from three large-scale studies (total N = 14,953) and aggregated our findings. In line with the PASH, conscientiousness was most strongly related to grades, which have lower standardization, moderate to high relevance, high curricular-validity, and high instructional sensitivity, whereas it had substantially weaker associations with more highly standardized, less curriculum-valid, and less instructionally sensitive measures. In addition, openness was most strongly related to highly standardized, less relevant, less curriculumvalid, and less instructionally sensitive measures in English. Implications for the ways in which achievement measures can be used are discussed.

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Section: Research Prospectsmentioning

confidence: 99%

When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.

Hübner

Spengler

Nagengast

et al. 2022

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…The pretest comprised 16 items (EAP/PV reliability = .52), and the posttest comprised 13 items (EAP/PV reliability = .76). These items have been shown to be sensitive to instruction (Naumann et al 2017). In addition, experts from educational practice and research in science education have judged the items as valid and highly relevant to the topic of floating and sinking.…”

Section: Standardized Testsmentioning

confidence: 99%

Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school

et al. 2018

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In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of selfefficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness.

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“…For this purpose, we calculated and compared McDonalds-ω as a reliability coefficient [54] and conducted analyses of measurement invariance using longitudinal confirmatory factor analyses (LCFA). We also checked for instructional sensitivity [55] by using a multiple indicator, multiple cause approach (MIMIC approach; as applied, for example, in Sideridis et al [56]). By introducing a variable representing the type of learning environment as a predictor on the latent factor as well as on the items into the longitudinal model (preand post-test), the MIMIC approach is suitable for indicating differences between both test versions in measuring the development of EBs.…”

Section: Procedures Of Data Analysismentioning

confidence: 99%

Universal Design for Learning: The More, the Better?

2021

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An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

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Absolute and Relative Measures of Instructional Sensitivity

Cited by 14 publications

References 27 publications

When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.

When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.

Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school

Universal Design for Learning: The More, the Better?

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