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2021-10-18Zeitschriftenartikel DOI: 10.18452/23627
Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills
dc.contributor.authorHosoya, Georg
dc.contributor.authorBlömeke, Sigrid
dc.contributor.authorEilerts, Katja
dc.contributor.authorJenßen, Lars
dc.contributor.authorEid, Michael
dc.date.accessioned2021-11-03T08:26:08Z
dc.date.available2021-11-03T08:26:08Z
dc.date.issued2021-10-18none
dc.date.updated2021-11-01T07:08:09Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/24293
dc.description.abstractThis 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.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectjudgment accuracyeng
dc.subjectrelative accuracyeng
dc.subjectabsolute accuracyeng
dc.subjectearly childhood teacherseng
dc.subjectmathematical skillseng
dc.subjectearly childhood educationeng
dc.subject.ddc150 Psychologienone
dc.titleAbsolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skillsnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/24293-6
dc.identifier.doihttp://dx.doi.org/10.18452/23627
dc.type.versionpublishedVersionnone
local.edoc.pages15none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
dc.description.versionPeer Reviewednone
dc.identifier.eissn1664-1078
dcterms.bibliographicCitation.doi10.3389/fpsyg.2021.701730none
dcterms.bibliographicCitation.journaltitleFrontiers in psychologynone
dcterms.bibliographicCitation.volume12none
dcterms.bibliographicCitation.articlenumber701730none
dcterms.bibliographicCitation.originalpublishernameFrontiers Medianone
dcterms.bibliographicCitation.originalpublisherplaceLausannenone
bua.import.affiliationHosoya, Georg; 1Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Berlin, Germanynone
bua.import.affiliationBlömeke, Sigrid; 2Centre for Educational Measurement, University of Oslo, Oslo, Norwaynone
bua.import.affiliationEilerts, Katja; 3Institut für Erziehungswissenschaften, Mathematik Primarstufe, Humboldt Universität zu Berlin, Berlin, Germanynone
bua.import.affiliationJenßen, Lars; 3Institut für Erziehungswissenschaften, Mathematik Primarstufe, Humboldt Universität zu Berlin, Berlin, Germanynone
bua.import.affiliationEid, Michael; 1Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Berlin, Germanynone
bua.departmentKultur-, Sozial- und Bildungswissenschaftliche Fakultätnone

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