Ausgabe 4/2022
Inhalt (6 Artikel)
Assessment as a policy instrument and/or tool for professional development
Guri Skedsmo, Stephan Gerhard Huber
Open Access
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia
Jihyun Lee, Jung-Sook Lee, Jodi Lawton
Open Access
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation
Johannes König, Petra Hanke, Nina Glutsch, Daniela Jäger-Biela, Thorsten Pohl, Michael Becker-Mrotzek, Alfred Schabmann, Tina Waschewski
Aligning teacher assessments and teacher learning through a teacher learning progression
Maria Veronica Santelices, Mark Wilson
Open Access
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study
Thomas Kötter, Johanna Christine Schulz, Nadine Janis Pohontsch