TY - JOUR
T1 - Construct validation of content standards for teaching
AU - van der Schaaf, Marieke F.
AU - Stokking, Karel M.
N1 - Funding Information:
Marieke F. van der Schaaf, Department of Educational Sciences, Utrecht University; Karel M. Stokking, Department of Educational Sciences, Utrecht University. This study was funded by the Dutch Organisation for Scientific Research NWO-PROO 411-21-204. Correspondence concerning this article should be addressed to Marieke F. van der Schaaf, Department of Educational Sciences, Utrecht University, PO Box 80140, 3508 TC, Utrecht, The Netherlands. E-mail: [email protected]
PY - 2011/6
Y1 - 2011/6
N2 - Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21 experts judged and revised content standards about teaching students research skills. The method resulted in nine content standards with a high degree of consensus and support. A qualitative analysis of experts' comments and a Homals analysis on their preferences showed that they differ in the assumptions and preferences from which they judged the content standards. The value of consensus approaches for developing and validating content standards is discussed.
AB - Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21 experts judged and revised content standards about teaching students research skills. The method resulted in nine content standards with a high degree of consensus and support. A qualitative analysis of experts' comments and a Homals analysis on their preferences showed that they differ in the assumptions and preferences from which they judged the content standards. The value of consensus approaches for developing and validating content standards is discussed.
KW - Delphi method references
KW - Standards
KW - Teacher assessment
UR - http://www.scopus.com/inward/record.url?scp=79958841042&partnerID=8YFLogxK
U2 - 10.1080/00313831.2011.576878
DO - 10.1080/00313831.2011.576878
M3 - Article
AN - SCOPUS:79958841042
SN - 0031-3831
VL - 55
SP - 273
EP - 289
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
IS - 3
ER -