22_EARLI_SIG18_anchoring

name: title
class: center, middle, hide_logo

<div>
<style type="text/css">.xaringan-extra-logo {
width: 180px;
height: 128px;
z-index: 0;
background-image: url(https://live.staticflickr.com/65535/50974533397_9ac99f9a48_o.png);
background-size: contain;
background-repeat: no-repeat;
position: absolute;
top:1.5em;right:1.5em;
}
</style>
<script>(function () {
 let tries = 0
 function addLogo () {
 if (typeof slideshow === 'undefined') {
 tries += 1
 if (tries < 10) {
 setTimeout(addLogo, 100)
 }
 } else {
 document.querySelectorAll('.remark-slide-content:not(.title-slide):not(.inverse):not(.hide_logo)')
 .forEach(function (slide) {
 const logo = document.createElement('div')
 logo.classList = 'xaringan-extra-logo'
 logo.href = null
 slide.appendChild(logo)
 })
 }
 }
 document.addEventListener('DOMContentLoaded', addLogo)
})()</script>
</div>

## .phgreenlight[Two Studies, one Result: Student Teachers are Biased by Anchors When Engaging With Evidence]

.em13[Kirstin Schmidt1.white[2], Kristina Bohrer12 and Samuel Merk1]

1 Karlsruhe University of Education 
2 presenting authors 
 
 
 
 
 
.phgreen[Paper Presentation EARLI SIG 18 | 07.09.2022]

???

---

## .phgreenlight[Structure ]
* Evidence-Informed School Practice

* Anchoring Effects

* Study 1: Anchoring Effects in Engagement With Data 
 * Sample 
 * Design and Materials 
 * Hypotheses 
 * Results 
 
* Study 2: Anchoring Effects in Interpreting Scientific Evidence 
 * Sample 
 * Design and Materials 
 * Hypothesis 
 * Results

* Discussion

* References

---
class: inverse, center, middle

# Evidence-Informed School Practice

---
## .phgreenlight[Evidence-Informed School Practice ]

* Teachers are encouraged to consider a great variety of .phgreen[evidence] ranging from .phgreen[formal or informal generated raw data] to .phgreen[results of educational research] in their professional actions .em06[(European Commission of the European Communities, 2007; Schildkamp, 2019)].
 
 
 
* Both concepts, .phgreen[data-based decision-making] and .phgreen[research-informed educational practice], can complement each other and can be combined under the overarching approach of .phgreen[evidence-informed practice] .em06[(Brown et al., 2017; Brown et al., 2022)].
 * Advantages of .phgreen[data-based decision-making] .em06[(Mandinach & Schildkamp, 2021)]:
 + Individual data basis
 + Reactions to the subjective needs of the students as well as the specific school situations
 * Advantages of .phgreen[research informed educational practice] .em06[(Bromme et al., 2014; Flood & Brown, 2020; Stark, 2017)]:
 + As an external input
 + Critical reflection on professional actions
 + Legitimation and justification of decisions
 
 
???

---
class: inverse, center, middle

# Anchoring Effects

---
## .phgreenlight[Anchoring Effects ]

* Anchoring = .phgreen[a numeric judgment is assimilated to a previous known standard] .em06[(Mochon & Frederick, 2013; Tversky & Kahneman, 1974)]
 
 
* Different theories exist how anchoring occurs &rarr; mechanisms behind the anchoring effect are not completely clarified .em06[(Röseler et al., 2022)]
 
 
* Some results of previous research:
 * Anchoring effects can be found even after a longer period of time .em06[(Mussweiler, 2001; Yoon & Fong, 2019)] 
 * Expertise does not necessarily prevent from Anchoring .em06[(Dünnebier et al., 2009)]
 * Relevant anchors lead to larger effects than random anchors .em06[(Röseler et al., 2022)]
 
 
* "A better understanding of these heuristics and of the biases to which they lead could improve judgments and decisions in situations of uncertainty". .em06[(Tversky und Kahneman, 1974, p. 9)]

???

---
class: inverse, center, middle

# Study 1: Anchoring Effects in Engagement with Data

---

## .phgreenlight[Sample ]

<center> .phgreen[*N* = 68 student teachers from the Karlsruhe University of Education] </center>
 
 
* 70.59 % female student teachers
 
 
* Msemesters = 4.73 (*SD* = 3.02)
 
 
* 69.12 % of the students studied at least one STEM subject

---

## .phgreenlight[Design and Materials ]

Randomized Controlled Trial with two experimental groups: .phgreen[*small anchor*] and .phgreen[*small to large anchor*]

???

---

## .phgreenlight[Design and Materials ]

<table>
 <tr>
 <td><img src="images/study1_exp.1.png" width="600px"></td>
 <td>Virtual experiment 1 - open text box</td>
 
 <tr>
 <td><img src="images/study1_exp.2_small.png" width="600px"></td>
 <td>Virtual experiment 2 - Intervention group 1 with small sampling options</td>

<tr>
 <td><img src="images/study1_exp.3.png" width="600px"></td>
 <td>Virtual experiment 3 - open text box</td>
 </tr>
</table>

???

---

## .phgreenlight[Design and Materials ]

<table>
 <tr>
 <td><img src="images/study1_exp.1.png" width="600px"></td>
 <td>Virtual experiment 1 - open text box</td>
 
 <tr>
 <td><img src="images/study1_exp.2_small_to_large.png" width="600px"></td>
 <td>Virtual experiment 2 - Intervention group 2 with small to large sampling options</td>

<tr>
 <td><img src="images/study1_exp.3.png" width="600px"></td>
 <td>Virtual experiment 3 - open text box</td>
 </tr>
</table>

???

---

## .phgreenlight[Design and Materials ]

<table>
 <tr>
 <td><img src="images/study1_exp.1.png" width="600px"></td>
 <td>Virtual experiment 1 - open text box</td>
 
 <tr>
 <td><img src="images/study1_exp.2_text.png" width="600px"></td>
 <td>Virtual experiment 2 - Control group with open text box</td>

<tr>
 <td><img src="images/study1_exp.3.png" width="600px"></td>
 <td>Virtual experiment 3 - open text box</td>
 </tr>
</table>

???

---

## .phgreenlight[Design and Materials ]

Randomized Controlled Trial with two experimental groups: .phgreen[*small anchor*] and .phgreen[*small to large anchor*]

???

---
## .phgreenlight[Hypotheses]

H1: .phgreen[Small sampling options] in the second experiment (working as a small anchor) .phgreen[are leading to smaller initial samplings] in the third experiment than small to large sampling options (working as a small to large anchor).

H2: .phgreen[Small sampling options] in the second experiment (working as a small anchor) .phgreen[are leading to smaller maximum samplings] in the third experiment than small to large sampling options (working as a small to large anchor).

*<center> H1: µsmall samples < µsmall to large samples H2: µsmall samples < µsmall to large samples </center>*

???

---
## .phgreenlight[Results]

.pull-left[
<img src="images/results_study1_ninit_.png">
]

.pull-right[
<img src="images/results_study1_ncummax_.png">
]

???

---
class: inverse, center, middle

# Study 2: Anchoring Effects in Interpreting Scientific Evidence

???

---

## .phgreenlight[Sample ]

<center> .phgreen[*N* = 233 student teachers from the Karlsruhe University of Education] </center>
 
 
* 85 % female student teachers
 
 
* Msemesters = 3.36 (*SD* = 1.28)
 
 
* 70.81 % of the students studied at least one STEM subject

???

---

## .phgreenlight[Design and Materials ]

Randomized Controlled Trial with two within-person factors .phgreen[*topic of educational research*] and .phgreen[*sample size*]

???

---

## .phgreenlight[Design and Materials ]

Randomized Controlled Trial with two within-person factors .phgreen[*topic of educational research*] and .phgreen[*sample size*]

???

---
## .phgreenlight[Hypothesis]

a) Taking into account the appropriateness rating of sample size 1, the .phgreen[experimental group 1] rates the presented .phgreen[sample size 2 as more appropriate] than the experimental group 2. (or vice versa: Taking into account the appropriateness rating of sample size 1, the .phgreen[experimental group 2] rates the presented .phgreen[sample size 2 as less appropriate] than the experimental group 1.) 
b) Taking into account the appropriateness rating of sample size 1, there is .phgreen[no difference in the appropriateness rating of sample size 2] between the .phgreen[control group 1 and control group 2].

*<center> H1: µEG1 > µEG2 & µCG1=µCG2 </center>*

experimental group 1 (EG1): N1=15 (small anchor), N2=500 
experimental group 2 (EG2): N1=500 (large anchor), N2=15 
control group 1 (CG1): N1=15, N2=15 
control group 2 (CG1): N1=500, N2=500

???

---

class: hide_logo
background-image: url("images/study_two_results_differencevariable.png")
background-size: contain

???

---
class: inverse, center, middle

# Discussion

???

---
## .phgreenlight[Discussion ]

* Both studies indicate evidence for anchoring effects on student teachers' engagement with different types of evidence.

???

---
## .phgreenlight[Discussion ]

* Both studies indicate evidence for anchoring effects on student teachers' engagement with different types of evidence.

One example for anchoring effects in .phgreen[evidence-informed practice]
* Large-scale assessments (e.g., PISA) might act as an anchor resulting in a devaluation of scientific evidence based on smaller sample sizes 
* &rarr; sample sizes are not the only indicator of quality and validity

???

---
## .phgreenlight[References ]

.em08[
Bromme, R., Prenzel, M., & Jäger, M. (2014). Empirische Bildungsforschung und evidenzbasierte Bildungspolitik. Zeitschrift für Erziehungswissenschaft, 17(4), 3–54. https://doi.org/10.1007/s11618-014-0514-5 
Brown, C., Macgregor, S., Flood, J., & Malin, J. (2022). Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England. Frontiers in Education, 7, 890832. https://doi.org/10.3389/feduc.2022.890832 
Brown, C., Schildkamp, K., & Hubers, M. D. (2017). Combining the best of two worlds: A conceptual proposal for evidence-informed school improvement. Educational Research, 59(2), 154–172. https://doi.org/10.1080/00131881.2017.1304327 
Dünnebier, K., Gräsel, C., & Krolak-Schwerdt, S. (2009). Urteilsverzerrungen in der schulischen Leistungsbeurteilung. Eine experimentelle Studie zu Ankereffekten. In Zeitschrift für pädagogische Psychologie (Bd. 23, Nummern 3–4, S. 187–195). 
European Commission of the European Communities. (2007). Communication from the Commission to the Council and the European Parliament. Improving the Quality of Teacher Education (Nr. 392). https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52007DC0392&from=EN 
Flood, J., & Brown, C. (2020). Exploring Teachers’ Conceptual Uses of Research as Part of the Development and Scale up of Research-Informed Practices. International Journal of Education Policy and Leadership, 16(10), Article 10. https://doi.org/10.22230/ijepl.2020v16n10a927 
Garner, B., Thorne, J. K., & Horn, I. S. (2017). Teachers interpreting data for instructional decisions: Where does equity come in? Journal of Educational Administration, 55(4), 407–426. https://doi.org/10.1108/JEA-09-2016-0106 
Mandinach, E. B., & Schildkamp, K. (2021). Misconceptions about data-based decision making in education: An exploration of the literature. Studies in Educational Evaluation, 69, 1–10. https://doi.org/10.1016/j.stueduc.2020.100842 
Mochon, D., & Frederick, S. (2013). Anchoring in sequential judgments. Organizational Behavior and Human Decision Processes, 122(1), 69–79. https://doi.org/10.1016/j.obhdp.2013.04.002 
Mussweiler, T. (2001). The durability of anchoring effects. European Journal of Social Psychology, 31(4), 431–442. https://doi.org/10.1002/ejsp.52 
Röseler, L., & Schütz, A. (2022). Hanging the Anchor Off a New Ship: A Meta-Analysis of Anchoring Effects. PsyArXiv. https://doi.org/10.31234/osf.io/wf2tn 
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716 
Stark, R. (2017). Probleme evidenzbasierter bzw. -Orientierter pädagogischer Praxis. Zeitschrift für Pädagogische Psychologie, 31(2), 99–110. https://doi.org/10.1024/1010-0652/a000201 
Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases. Science, 185(4157), 1124–1131. 
Yoon, S., & Fong, N. (2019). Uninformative Anchors Have Persistent Effects on Valuation Judgments. Journal of Consumer Psychology, 29(3), 391–410. https://doi.org/10.1002/jcpy.1091
]

---
class: inverse, center, middle

# Thank you for your attention!
contacts :
.pull-left[
Kirstin Schmidt 
Karlsruhe University of Education 
Bismarckstraße 10, 
76133 Karlsruhe 
Germany 
.white[kirstin.schmidt@ph-karlsruhe.de] 
]

.pull-right[
Kristina Bohrer 
Karlsruhe University of Education 
Bismarckstraße 10, 
76133 Karlsruhe 
Germany 
.white[kristina.bohrer@ph-karlsruhe.de] 
]