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Paper accepted at the 23th Conference of EARLI‘s JURE (Junior Researchers of EARLI), 9.-11. August 2019, Aachen (DE), The aim of this study was to investigate to what extent teachers’ judgment accuracy of academic performance is specific to the content areas within mathematics. Judgments by 63 teachers regarding student’s academic performance in algebra, geometry and measures, functions, and probabilities of 1369 students were analysed. The results showed that the possibility to generalize from the accuracy in one content area to another is rather limited. Furthermore, the results of the present study indicate the need for further research in order to answer the question whether accurate judgments of students' academic achievement can be assumed to be domain general and thus to be accounted by a single, underlying general ability (e.g. diagnostic competence) or whether they are domain specific and draw on several individual underlying competencies. (Conference abstract)

Beitrag präsentiert an der 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 25. - 27. Februar 2019, Köln (D)

International audience; Metacognition plays an essential role in learning mathematics. However, due to the lack of observational systems for evaluation of metacognition in mathematics instruction, rarely anything is known about how metacognition is practised and fostered when teaching and learning mathematics in class. This paper presents an observational system (a rating system) developed to reliably assess metacognitive activities in mathematics instruction. It also explains the methodology used to evaluate the reliability of ratings achieved with this tool and to investigate the stability of metacognitive-discursive practices between lessons of an individual teacher/class. Despite the high inference of conclusions needed to assess metacognitive-discursive instructional quality in seven dimensions, highly reliable ratings have been achieved for six dimensions. The paper discusses reasons for and consequences of the high reliability. Metacognition has been ascribed an essential role in regulating students' cognitive processes in problem solving as well as in learning mathematics in general, in particular when constructing, organising, systematising, and connecting (pieces of) knowledge (cf. Schraw & Moshman, 1995; Wilson & Clark, 2004). However, hardly anything is known about how metacognition is practised and fostered in mathematics instruction. Assuming that enhancing learners' metacognition is essential for promoting learning, research on metacognition in this area definitely merits future research (cf. Mevarech & Kramarski, 2014; Depaepe et al., 2010). For this kind of research a tool is needed that allows to reliably assess metacognitive practices when teaching and learning mathematics in a class. This paper reports on a research project that aimed at developing such a tool, named the rating system for analysing and assessing the metacognitive-discursive instructional quality (Nowińska, 2016). This tool can be used to first describe metacognition during class discussion, and to second evaluate how metacognitive activities are used to foster understanding in mathematics, in particular by elaborating students' ways of thinking and reasoning, and by discussing them in a coherent and comprehensible way. One important research question underlying our work on developing and evaluating this tool was how stable metacognitive-discursive instructional quality is across lessons of an individual teacher in one class. In addition to advancing our knowledge about the occurrence of metacognitive-discursive instructional quality, investigating its stability allows identifying the number of lessons per teacher/class which would be needed to reliably measure metacognitive-discursive instructional quality. Metacognition is often understood as knowledge about cognition and regulation of cognition (Flavell, 1976; Schraw & Moshmann, 1998). The groundwork for investigating metacognition in the domain of teaching and learning mathematics in a class has been done by Cohors-Fresenborg and

Beiträge zur Lehrerbildung 31 (2013) 2, S. 174-185, Die Einschätzung von Unterricht durch externe Beobachterinnen und Beobachter ist seit jeher konstitutiver Bestandteil des Lehrberufs. In welchem Ausmass solche Beobachtereinschätzungen zuverlässige Aussagen über den Unterricht von Lehrkräften darstellen, wurde bislang jedoch kaum empirisch überprüft. Der vorliegende Beitrag gibt einen Überblick über Studien, die infrage stellen, inwiefern es sich bei Beobachtereinschätzungen um den «Königsweg» zur Erfassung von Unterrichtsqualität handelt. Der Beitrag schliesst mit Folgerungen für die Unterrichtspraxis. Dabei wird unter anderem die Notwendigkeit des Einsatzes mehrerer Beobachterinnen und Beobachter sowie einer Beobachtung von längeren Zeiträumen diskutiert., Assessments of teaching by external observers have always been a constitutive part of the teaching profession. Still, the extent to which these ratings allow reliable statements about the observed teachers’ instruction has rarely been empirically investigated. Against this background, the following article provides an overview of studies which challenge the assumption that observer ratings are the ideal method of measuring instructional quality. It concludes with some implications for instructional practice. Among other things, the discussion touches on the need to include several observers and to cover longer periods of observation.

ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 31 (2008) 2, S. 41-41, Rezension zu: Gehrmann, A./Müller, S.: Der Fischer Weltalmanach für Kinder. Das logo!-Länderlexikon. Fischer: 2007, ISBN 978-3-596-17571-0

Journal for educational research online 2 (2010) 1, S. 121-144, Die vorliegende Studie untersucht, ob und in welchem Ausmaß Lehrkräfte zur Einschätzung der mathematischen Fähigkeitsselbstkonzepte ihrer Schüler/-innen deren Mathematikleistungen einbeziehen. Der Fragestellung wird anhand eines Strukturgleichungsmodells sowie eines Mehrebenenmodells nachgegangen, basierend auf einer Stichprobe von 36 Lehrkräften und 663 Erstklässler/-innen. Es zeigt sich, dass Lehrereinschätzungen des mathematischen Schülerselbstkonzepts stärker durch die Leistungen der Schüler als durch deren Fähigkeitsselbstkonzepte vorhergesagt werden. Ferner lassen sich bedeutsame Unterschiede zwischen Lehrern in Bezug auf die Vorhersage der Lehrereinschätzungen durch die Schülerselbsteinschätzungen aufweisen. Die Ergebnisse werden im Hinblick auf ihre theorie- und praxisbezogenen Implikationen diskutiert. (DIPF/Orig.), This study focuses on whether and to which extent teachers incorporate grade performance in mathematics in appraising the students' self-concepts of their own mathematical ability. Structural equation and multilevel modelling was used to investigate these questions based on 36 teachers and 663 first graders. Mathematical achievement predicted teacher ratings of students' mathematical self-concept to a greater degree than students' mathematical self-concepts did. However, the degree to which teacher ratings were predicted by pupils' ratings differed substantially across teachers. A discussion on the theoretical and practical implications of the results concludes this study. (DIPF/Orig.)