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 performanceof 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 educationexpert norm (PCK-T).Thisexpert norm is generated from a multi-stepexpert 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 expertsat schools and universities, departmental heads at public colleges for education and teacher training,as well as experienced teachers of technologywas carried out (N2=79; N3=76). In order to assess teaching competencies of pre-serviceteachers 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.