Beyond Dichotomies

Abstract

In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also highlighted. Similarly, competing statistical approaches to assessing competencies, namely item-response theory (latent trait) versus generalizability theory (sampling error variance), are unpacked. The resulting framework moves beyond dichotomies and shows how the different approaches complement each other. Competence is viewed along a continuum from traits that underlie perception, interpretation, and decision-making skills, which in turn give rise to observed behavior in real-world situations. Statistical approaches are also viewed along a continuum from linear to nonlinear models that serve different purposes. Item response theory (IRT) models may be used for scaling item responses and modeling structural relations, and generalizability theory (GT) models pinpoint sources of measurement error variance, thereby enabling the design of reliable measurements. The proposed framework suggests multiple new research studies and may serve as a “grand” structural model.

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

“…During the different sessions, all participants seemed focused when watching the video-vignettes, reflecting on the real-life classroom situations, and suggesting solutions about how to move forward. This implies that the affective-motivational dimension -proposed in the model of Blömeke et al (2015) -has been tapped into. Their engagement was also evidenced by the in-depth, lively discussions that unfolded during each session.…”

“…This study builds on Blömeke, Gustafsson and Shavelson's (2015) integrated perspective on teacher competences. On the basis of a critical review of the literature, the authors place competences along a continuum that evolves from cognitive and affective-motivational dispositions to observed behavior.…”

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

“…Die einzelnen Bereiche können individuell untersucht werden und die Kompetenz einer Lehrkraft als Summe der einzelnen (gewichteten) Bereiche aufgefasst werden (Blömeke, Gustafsson & Shavelson, 2015). Andere Ansätze definieren Kompetenz ausgehend von der Analyse authentischer Unterrichtssituationen, wobei kognitives Wissen oder affektiv motivationale Merkmale aus diesen abgeleitet werden .…”

PME and the International Community of Mathematics Education

“…Do they complement each other?" Based on a model of assessment proposed by Blömeke et al (2015), Gabriele Kaiser illustrated one approach towards an integration of both views in her plenary lecture on PME38 (Kaiser et al 2014). They propose to study teachers' knowledge not only with methods traditionally applied in the cognitive tradition, as paper and pencil tests, but also using complex, authentic assessment situations to observe teachers' practices systematically.…”