Beobachten mit KiDiT® – Von der Krippe bis zur Schule

Walter-Laager, Catherine; Pfiffner, Manfred; Schwarz, Jürg

doi:10.1026/2191-9186/a000050

Cited by 1 publication

(2 citation statements)

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“…Judgments of teachers about the mathematical skills of children stem from the “KiDiT” meant to document the development of children in several domains, among others mathematics (Pfiffner and Walter-Laager, 2009 ; Walter-Laager et al, 2011 ). The tool is well-established in German-speaking countries, in particular, in Switzerland, and is recommended for evaluating the development age of children aged 0.5–8 years in Zurich.…”

Section: Methodsmentioning

confidence: 99%

“…Based on the state of research on relative accuracy , we assumed a positive relation of medium effect size between EC teachers' judgment of the mathematical skills of children and these children's skills, identified via an estimation of random slopes (Research Question (RQ) 1a). That is, with respect to the rank component of judgment accuracy, we assumed that children with higher scores on a well-established standardized test of their mathematical skills (“Mathematische Basiskompetenzen im Kindergartenalter,” MBK-0; Krajewski, 2018 ) also showed higher scores on a well-established tool used by teachers to evaluate skills of children (“Kinder Diagnose Tool,” KiDiT; Walter-Laager et al, 2011 ; for details about both instruments and the model estimated, refer to the Methods section below).…”

Section: Research Questionsmentioning

confidence: 99%

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Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills

et al. 2021

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This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to individual skill levels of children. Data from 39 EC teachers and 268 children were analyzed using multilevel modeling. Teachers rated the skills of children on a structured observation instrument (“Kinder Diagnose Tool,” KiDiT). Children were assessed on their mathematical skills with a standardized test (“Mathematische Basiskompetenzen im Kindesalter,” MBK-0). On average, 65% of the variation in judgments of teachers on the KiDiT could be explained by MBK-0 scores of children, which suggest that teachers are—on average—able to rank children within their groups. Teachers were also able to judge the mathematical level of skills of children as assessed by the MBK-0. Neither mathematical content knowledge (MCK) of teachers nor their mathematics pedagogical content knowledge (MPCK) or general pedagogical knowledge (GPK) moderated the relationship between judgments of teachers and test scores of children or the relationship between the level of the judgments and the level of test scores. Conclusions for future research and practice are drawn.

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Section: Methodsmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%