Reducing implicit diagnostic criteria - Fostering preservice teachers' expertise
Final Report Abstract
Diagnostic judgment forms the basis for performance assessments of students and is thus a decisive factor in the academic development of students and their educational careers. In this respect, diagnostic judgment has an important role that must be given special attention when the professionalize teachers. To evaluate students' products such as solutions to mathematical tasks, teachers must be enabled to apply explicit criteria oriented to normative standards or learning goals in the diagnostic judgments, required for this purpose. According to empirical findings, implicit criteria can affect diagnostic judgments and thus compete with existing explicit criteria. Accordingly, teachers' performance expectations and assessments can be affected by stereotypes about students with a migration background, about students’ gender, and about their social background, and therefore can reinforce inequitable opportunities in the educational system. To reduce disparities between students with and without a migration background as well as different genders and social backgrounds, the aim of the project was to strengthen the diagnostic judgment skills of prospective teachers and to reduce the effect of implicit criteria in diagnostic judgments, already during the teacher training program. It was tested whether a) knowledge about explicit subject-related diagnostic criteria and their application as well as b) knowledge about implicit criteria, which are caused by stereotypes, their influence on diagnostic judgment can influence the judgment of students' solutions to mathematics tasks. Two digital interventions were designed and conducted to address (a) explicit subject-based diagnostic criteria and their practical application and (b) implicit stereotype-based criteria and their influence on diagnostic judgment. To test the effects of the interventions student solutions of stochastic tasks combined with first names implying different characteristics were be judged by pre-service teachers based of closed items. Regression analyses showed no judgment bias due to socioeconomic origin or migration background of the students before the intervention. Moreover, according to variance analyses, the interventions had no effects on diagnostic judgment. Validity tests provided arguments for a good fit of the instrument, capturing the dimensions of diagnostic judgments, However, the measurement of variance in expressions does not seem to be ensured by the instrument. It is possible also that participants were already sensitized to origin effects before the intervention. The extent to which the interventions can contribute to the reduction of judgment bias will be examined in follow-up studies.
Publications
-
Dimensions of pre-service teachers‘ diagnostic judgments of student solutions. 45th Conference of the International Group for the Psychology of Mathematics Education (PME) vom 18.-23.07.2022 in Alicante
Laschke, C.; Jenßen, L. & Rösken-Winter, B.
-
Dimensions of pre-service teachers‘ diagnostic judgments of student solutions. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. Vol. 3, p. 115-122.
Laschke, C.; Jenßen, L. & Rösken Winter, B.
-
Interventionen zur Stärkung diagnostischer Urteile angehender Lehrkräfte. Tagung der Gesellschaft für Mathematikdidaktik, Frankfurt.
Laschke, C.
-
Interventionskonzepte mit mathematikdidaktischem und psychologischem Schwerpunkt zur Stärkung diagnostischer Urteile von (angehenden) Lehrkräften. IPN-Sommertagung, Kiel.
Laschke, C.
-
Die dimensionale Struktur diagnostischer Urteilskriterien. In L. Jenßen, D. Töpper & N. Uhlendorf (Hrsg.) Berlin-Brandenburger Beiträge zur Bildungsforschung, Berlin Universities Publishing.
Laschke, C.; Rösken-Winter, B. & Jenßen, L.
-
Interventionen zur Stärkung diagnostischer Urteile angehender Lehrkräfte. In: IDMI-Primar Goethe-Universität Frankfurt (Hrsg.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM.
Laschke, C.
-
Profile diagnostischer Urteile von Lehramtsstudierenden und die Rolle des Migrationshintergrunds der Schüler*innen im Fach Mathematik – Ergebnisse einer Interventionsstudie. GEBF Jahrestagung vom 28.02.-02.03. 2023 in Essen
Laschke, C.; Rösken-Winter, B. & Jenßen, L.
-
When judgements are biased by students' immigrant background, intervention can counteract? European Association for Research on Learning and Instruction (EARLI)
Laschke, C. & Rösken-Winter, Jenßen, L.
-
Heterogenous student characteristics as a challenge in professional noticing of teachers in diagnostic judgment situations. Teacher Professional Vision: Empirical Perspectives, 83-98. Routledge.
Laschke, Christin & Steegh, Anneke
