Video-based measurements of knowledge-based reasoning as a process of professional vision—analysis of a closed and open task format

Abstract

The professional vision as noticing and knowledge-based reasoning of relevant events and situations is a crucial prerequisite for a teacher to act professionally. It is usually measured with contextualized instruments using a video stimulus, combined with either closed formats like rating items or open formats like written comments. Since correlations between these measurement formats related to different videos have been rather low in previous studies, the present cross-sectional study (N = 309 bachelor and master student teachers) examined whether correlations were higher when identical video stimuli are used. Furthermore, evidence for construct- and criterion validity were considered. In summary, low to moderate correlations between closed and open measurement formats for assessing professional vision indicated that different constructs are being measured. Further, there was no clear pattern between the professional knowledge of classroom management supporting one of the measurement formats as more valid. As expected, both measurement formats identified group differences in terms of criterion validity, with the closed format being more sensitive.