Situation-specific skills of | Exemplary evidences |
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DIM1: research-methodological conceptual competencies: | |
1.1 The student can understand and differentiate basic research methodological terms, concepts, and models | The common quality criteria for tests—objectivity, reliability, and validity—are explained correctly (including different kinds of these criteria) |
1.2 The student can scrutinize studies’ structure, rigor, and relevance | The research questions/hypotheses of a study are identified appropriately |
1.3 The student can assess the appropriateness of research designs critically | The justification provided for the data collection method selected by the author(s) of a study is convincing related to the research question |
1.4 The student can make and work with interpretations, causal explanations, and predictions | A scientific paper’s results and conclusions are analyzed critically regarding their practical and scientific significance |
DIM2: research-methodological statistical competencies | |
2.1 The student can justify the selection of statistical routines | The author’s decision to apply a correlation and a regression analysis respectively related to the scientific question is assessed correctly |
2.2 The student can express the relevance of central quality criteria for procedures of statistical testing | Quality criteria for factor analyses—eigenvalue, explained proportion of total variance, and specificity—are identified correctly |
2.3 The student can judge outputs from relevant statistical software | The important impact factors based on a presented output of a regression analysis are identified and interpreted correctly (based on significant β-values) |