References of "Krolak-Schwerdt, Sabine 50002142"
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See detailTeacher judgment accuracy
Krolak-Schwerdt, Sabine UL

Scientific Conference (2013, July)

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See detailDie Erfassung diagnostischer Kompetenz mit Fallvignetten: Welche Rolle spielen Kontextinformationen?
Gräsel, Cornelia; Böhmer, Ines; Hörstermann, Thomas UL et al

Scientific Conference (2013, March)

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See detailInvited talk - TRANSINTER - erste Ergebnisse und zukünftige Pläne
Pit-Ten Cate, Ineke UL; Glock, Sabine; Krolak-Schwerdt, Sabine UL

Conference given outside the academic context (2013)

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See detailRotation
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Wirtz, Markus Antonius (Ed.) Dorsch - Lexikon der Psychologie (2013)

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See detailFaktorenanalyse, exploratorische
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Wirtz, Markus Antonius (Ed.) Dorsch - Lexikon der Psychologie (2013)

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See detailFaktorenanalyse, konfirmatorische
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Wirtz, Markus Antonius (Ed.) Dorsch - Lexikon der Psychologie (2013)

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See detailFaktorenanalyse, dreimodale
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Wirtz, Markus Antonius (Ed.) Dorsch - Lexikon der Psychologie (2013)

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See detailLeistungstestwerte als Validierungskriterium von Schullaufbahnempfehlungen: Ein neuer formaler Ansatz
Klapproth, Florian UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

in Empirische Pädagogik (2013), 27

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion ... [more ▼]

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion “keeping the track” was supplemented by a criterion based on scores of standardized scholastic aptitude tests. For this purpose, students’ test scores were allocated to either of two catego­ries. These categories were separated by the test score that represented the intersection of the distribu­tions of test scores of students from either the vocational track or the academic track of Luxembour­gish secondary school. Students of the vocational track were considered as being misclassified if their test score was above the intersection test score, students of the academic track were considered as being misclassified if their test score was below the intersection test score. According to this classifi­cation rule, about 21 % of all students were misclassified. Predictive validity was estimated by the degree of agreement between school placement decisions and test categories and between school placement decisions and actual tracks, with the latter being higher than the former. The results ob­tained were discussed as indicators of both a lack of permeability of the Luxembourgish school sys­tem and placement decisions being only partially based on students’ performance. [less ▲]

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See detailThe impact of accountability on teachers' assessments of student performance: A social cognitive analysis
Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL; Gräsel, Cornelia

in Social Psychology of Education (2013), 16

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on ... [more ▼]

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on teachers’ motivations while making the judgment. Building on research on social judgment formation the present investigation examined whether the accountability of teachers has an influence on judgment formation. We predicted that unaccountable teachers would activate social categories and use them for the assessment, whereas accountable teachers’ attention would be directed to individual attributes of students. Using secondary school teachers as participants, three studies investigating teachers’ assessments, inferences and memory for students’ attributes supported these hypotheses. Thus, accountability appears to be a moderator of social information processing and judgment formation in the domain of educational assessments. [less ▲]

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See detailPrädiktoren der Sekundarschulempfehlung in Luxemburg: Ergebnisse einer Large-Scale-Untersuchung
Klapproth, Florian UL; Glock, Sabine UL; Krolak-Schwerdt, Sabine UL et al

in Zeitschrift für Erziehungswissenschaft (2013), 16

Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen ... [more ▼]

Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen Hintergrundes Eingang finden in die Sekundarschulempfehlungen, die am Ende ihrer Grundschulzeit ausgesprochen wurden. Zur Analyse des Gewichts unterschiedlicher Prädiktoren für die Sekundarschulempfehlung wurde ein Zweiebenenmodell der logistischen Regression verwendet. Im Wesentlichen ergaben sich folgende Befunde: Schulnoten und Ergebnisse aus standardisierten Schulleistungstests stellten die stärksten Prädiktoren für die Sekundarschulempfehlung dar. Nach den individuellen Schülerleistungen war der Elternwunsch der stärkste Prädiktor für die Sekundarschulempfehlung. Darüber hinaus hingen sowohl die Nationalität als auch der sozioökonomische Status der Schüler mit der Sekundarschulempfehlung zusammen. Selbst bei Kontrolle ihrer schulischen Leistungen erhielten Schüler mit Migrationshintergrund seltener eine Empfehlung für den höchsten Schulzweig als Schüler ohne Migrationshintergrund. Ein hohes Klassenleistungsniveau führte bei Kontrolle der individuellen Leistungen seltener zu Empfehlungen für den höchsten Schulzweig als ein niedriges Klassenleistungsniveau. [less ▲]

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See detailDoes nationality matter? The impact of expectations on student teachers’ judgments
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL

in Social Psychology of Education (2013), 16

In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student ... [more ▼]

In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmedTurkish stereotypical expectations led to student teachers’ judgments that were biased against nationality. Furthermore, we explored whether judging an expectation- confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers’ judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education. [less ▲]

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