Determination of a Reference Value for Adequate Assessment of Teaching Situations: Development of a Technical Education Expert Norm (PCK-T)

Abstract

The different facets of professional performance of teachers are being debated in the current educational research discussion. Both qualitative and quantitative test constructions exist for vignette-based measurement of competence. For economic reasons, a procedure with closed-ended items is often favored, a reference is required for determining and comparing alternative responses. This paper sketches out the procedure for identifying adequate reactions to responses that we call a technical education expert norm (PCK-T).  This expert norm is generated from a multi-step expert survey and, in addition, reveals possible validation steps that can be derived for developing teaching situations. After a content validation (N₁ = 8) a multi-step quantitative survey with specialised subject experts at schools and universities, departmental heads at public colleges for education and teacher training, as well as experienced teachers of technology was carried out (N₂ = 79; N₃ = 76).  In order to assess teaching competencies of pre-service teachers using a vignette-based test procedure, the generated technical education expert norm (PCK-T) allows adequate responses to be differentiated from (rather) inadequate responses in the teaching situations.