Reflexionsfähigkeit von Physiklehramtsstudierenden: Ein Online-Self-Assessment mit Feedback

Reflection on teaching is of particular importance for the development of teaching and teachers’ professional skills. However, students’ reflection skills are often weakly pronounced, so there is a need for further support. We present a multiple-choice instrument accompanied by assessment feedback for measuring and self-assessing reflection skills. We then validate the interpretation of test scores as a measure for reflection. First, content validity is evaluated by discussing the fit between the test instrument and the modeling of reflection on teaching (Study 1). In Study 2, cognitive validity is examined using think-aloud protocols from a sample of seven students during test completion. In Study 3, external validity is examined. For this purpose, a sample of N = 39 students additionally completed a performance test that captures reflections in a more authentic but still standardized setting. Study 4 deals with the generalizability of the test scores across bachelor’s and master’s degree students. For that purpose, a total of N = 136 completed instruments from both degree programs are compared with regard to statistical parameters (e.g., task difficulty). To examine concurrent validity, in Study 5, N = 12 semi-structured interviews were conducted to record students’ interpretations of the assessment feedback. The results of the studies support the validity of the test score interpretation. Limitations need to be considered concerning the representation of physics lessons, which is restricted to the subject area of mechanics (content validity), and the idea of students that the test instrument offers sample tasks for university examinations (consequential validity).