JURE 2012 Programme book - EARLI Jure 2012

Monday, July 23 JURE 2012 Conference Programme
solving is. Results will be used in order to develop a final game version that will be tested in a
large scale experimental study starting in autumn 2012. The main topic of the round table
discussion will be connected to our preliminary findings focusing on game features vs. learning
goals.
Pedagogical competencies as a part of professionalism of teachers: the development of a
measurement instrument
Stephanie Moser
Overall objective of this research project is to analyze (non-­‐)conscious cognitive processes of
verbal and visual information processing, their role for multimedia learning, and the genesis of
learning styles as a result out of implicit learning processes. The possibility to present
information in different ways can be seen as an advantage of multimedia learning environments
as they offer the opportunity to respond to the learners’ individuality: learners can directly and
interactively choose those representations which they find most helpful for learning. The
present research focuses on multimedia learning environments regarding in particular the
chance to respond to the learners’ individual learning preferences. Within the field of
multimedia learning and instruction particularly visual and verbal learning styles (or learning
types) gained awareness. Yet learning style theory is inconsistent and there is only insufficient
empirical validation to date, so there is a need for results under clear experimental conditions.
Furthermore, it is also known that appraisal and attribution processes play a role within
multimedia learning. Thus, the present research also takes in account effects of appraisal and
attribution. The present study aims to develop and validate a specific method, an Implicit
Association Test (IAT) to assess learner’s potential implicit learning preferences. If non-­‐
conscious learning preferences are relatively fixed dispositions, they may not change, while
thoughtful learning preferences may be modifiable and change with growing learning
experiences. These processes are described in a preliminary theoretical framework of learning
styles formation.
RO.1.4. Professional Development of Teachers: Instrumentation and
Measurement
Round Table Session, 16.45-­‐18.15, Room: VG 0.15
Chair: Anne Noll
Learning to Deal with Evidence: Construct Modeling for Test Construction
Susanne Heininger
& Manfred Prenzel
The study aims at developing an instrument for assessing the competence of teachers in dealing
with evidence. It is strongly recommended to base professional decisions and actions in teaching
on evidence rather than on personal experience and traditional practice. However, there is a lack
of assessment tools to measure the current competencies of teachers in dealing with evidence.
Based on existing tools of the medical and natural scientific contexts we develop an instrument
assessing the main competencies in evidence-­‐based practice: Appraise and apply evidence. Our
assessment tool consists of text vignettes creating realistic professional situations. Participants
are requested to make a recommendation for the open-­‐ended problem-­‐based scenarios based on
previous knowledge. Subsequently we present specific evidence in the form of four different
research papers with relevant findings for the respective situation. Participants are asked to
make another recommendation for the same scenario now based on presented evidence and to
appraise the quality of presented evidence. For mapping the construct “apply” we classify the
written recommendations using the approach of construct maps by Wilson (2005). Different
competence levels refer to the argumentative using of mentioned reasons in the presented
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