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<p>Current research in teaching has highlighted the importance of assessing teaching quality in a&#xa0;situation-specific manner. In this study, such situation-specific assessment was carried out in the context of basic reading and writing instruction in primary schools. Trained raters observed 30&#xa0;teachers in up to three lessons each on the topics of reading promotion, spelling, or text comprehension. The raters assessed the basic dimensions of constructive support and cognitive activation using an observation tool with topic- and phase-specific categories. Generalizability Theory was applied to examine the proportion of variance that was attributable to class, topic, and phase differences and what consequences could be derived for different assessment purposes. The results showed that construct-relevant factors accounted for substantial proportions of the total variance, but acceptable reliabilities were achieved primarily at the lesson level. In the paper, the relevance of these findings is critically discussed.</p>

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Qualität von Unterricht zum Schriftspracherwerb in der Grundschule – eine Generalisierbarkeitsstudie

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月27日

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  • Armin Jentsch,
  • Janine Mühle,
  • Jonas Weyers,
  • Thorsten Pohl,
  • Nina Glutsch,
  • Tina Waschewski,
  • Petra Hanke,
  • Johannes König

摘要

Current research in teaching has highlighted the importance of assessing teaching quality in a situation-specific manner. In this study, such situation-specific assessment was carried out in the context of basic reading and writing instruction in primary schools. Trained raters observed 30 teachers in up to three lessons each on the topics of reading promotion, spelling, or text comprehension. The raters assessed the basic dimensions of constructive support and cognitive activation using an observation tool with topic- and phase-specific categories. Generalizability Theory was applied to examine the proportion of variance that was attributable to class, topic, and phase differences and what consequences could be derived for different assessment purposes. The results showed that construct-relevant factors accounted for substantial proportions of the total variance, but acceptable reliabilities were achieved primarily at the lesson level. In the paper, the relevance of these findings is critically discussed.