Competence Assessment with Representations of Practice in Text, Comic and Video Format

Representations of classroom practice are considered to be particularly suitable for assessing aspects of teacher competence. However, the role of representation formats in the design of test instruments has been investigated only scarcely so far. Consequently, the study presented in this chapter addresses the question whether N = 162 pre-service teachers’ analyzing of six classroom situations is related to the format those situations are represented in (text, comic or video). Given the high relevance of dealing with multiple representations in the mathematics classroom, the study focuses on pre-service teachers’ competence of analyzing how multiple representations of mathematical objects are used and connected to each other. The results indicate that representations of practice in the formats video, text and comic are comparably suitable for competence assessment in this context.