Evaluating response shift in training evaluation: Comparing the retrospective pretest with an adapted measurement invariance approach in a classroom management training program.

Autor/inn/en	Piwowar, Valentina; Thiel, Felicitas
Titel	Evaluating response shift in training evaluation: Comparing the retrospective pretest with an adapted measurement invariance approach in a classroom management training program. Gefälligkeitsübersetzung: Evaluation der Antwortverschiebung in der Trainingsauswertung: Vergleich des retrospektiven Vortests mit einem angepassten Messinvarianz-Ansatz in einem Trainingsprogramm zum Klassenmanagement.
Quelle	In: Evaluation review, 38 (2014) 5, S. 420-448 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0193-841X; 1552-3926
DOI	10.1177/0193841X14546932
Schlagwörter	Selbsteinschätzung; Referendar; Klassenführung; Evaluation; Testreliabilität; Vortest; Lehrveranstaltung; Retrospektive Studien
Abstract	Developed an adapted measurement invariance approach (MIad) as an alternative technique to study response shift (RS) in health psychology. RS can threaten the internal validity of pre-post designs. As RS may indicate a redefinition of the target construct, its occurrence in training evaluation is rather likely. The most common approach to deal with RS is to implement a retrospective pretest (then-test) instead of the traditional pre-test. Results produced by identifying RS with the two approaches were rarely studied simultaneously or within an experimental framework. RS was examined in two different treatment conditions, and results produced by both techniques in identifying various types of RS are compared. Furthermore, the validity aspects of the then-test were examined. The authors evaluated RS by applying the then-test procedure (TP) and the measurement invariance apporach MIad within an experimental design: 146 student teachers in their first year of master's study either attended a short-term or a long-term classroom management training program. Pre (before training), post, and then self-ratings (after training) on classroom management knowledge were administered. Results indicated that the two approaches do not yield the same results. The MIad identified more and also group-specific RS as opposed to the findings of the TP, which found less and only little evidence for group-specific RS. It is concluded that urther research is needed to study the usefulness and validity of the respective approaches. In particular, the usefulness of the then-test seems to be challenged. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3