Current Issues in Competence Modeling and Assessment

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The acquisition of problem solving competence: evidence from 41 countries that math and science education matters (2014, background): “Recent curricular reforms have therefore shifted towards the development of problem solving abilities in school (Gallagher et al. 2012; Koeppen et al. 2008).”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, background): “As a consequence, Lindmeier (2011) suggested—using the previously introduced concept of competence (cf. Koeppen et al., 2008)—a threefold structure model for subject-specific teacher cognition consisting of two competence components with relation to the two types of teacher tasks described above,…”
Beyond dichotomies: Competence viewed as a continuum (2015, background): “An implicit assumption is that these characteristics are amenable to external interventions (Sternberg & Grigorenko, 2003; Koeppen et al., 2008) such as opportunities to learn and systematic training so that the relationship between educational inputs and competence outcomes is foregrounded and a…”
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers (2014, methodology): “So, with the Observer measurement—including expert responses in the item development process—we provide construct-related evidence for the validity of professional vision scores (Koeppen et al., 2008).”