Tasks for assessing characteristics of teaching quality in standard-oriented instruction

Anna Heinle, Research associate TUM

The title of the doctoral thesis: " Tasks for assessing characteristics of teaching quality in standard-oriented instruction".

Within the PISA 2022 accompanying study  PISA-Ceco (Classroom experience, characteristics, and outcome), which aims at the consideration of multidimensional educational goals as well as subject-specific and interdisciplinary quality characteristics of instruction, the focus is, above all, on the investigation of standard-oriented teaching.

The doctoral project builds on these investigations.

Study 1:

The first substudy examines the potential of (textbook) tasks to promote student motivation. Based on self-determination theory (SDT) and theory of interest, a low inference coding scheme was developed and validated by applying the framework of item response theory (IRT) to assess the motivational potential of tasks. Current ninth grade mathematics and physics tasks (N= 254 task units) were analyzed using the categories differentiated instruction, real-life context, autonomy support, competence support, and support for relatedness. Additionally, differences between mathematics and physics tasks were examined.

 

Title of journal article: Supporting Student Motivation in Class: The Motivational Potential of Tasks

 

Study 2:

The second substudy is aimed at assessing the potential for cognitive activation (PCA), both generic and subject-specific, of (textbook) tasks. Based on current research of PCA, a low-inference coding scheme was developed and will be validated by applying the framework of item response theory (IRT). Thereto current German ninth grade mathematics, physics and chemistry textbook tasks (N= 380 tasks units) were analyzed using the generic and subject-specific dimension challenging tasks and questions as well as the generic dimensions prior knowledge, exploration ways of thinking, receptive understanding of learning (neg.), discursive/ co-constructive learning, and metacognition. Additionally, differences between mathematics, physics and chemistry tasks were examined.

Doctoral supervisor: Prof. Dr. Anja Schiepe-Tiska

Mentor: Prof. Dr. Janin Brandenburg