---
_id: '62766'
abstract:
- lang: eng
  text: raditional assessment formats in university-based EFL teacher education programs
    usually focus on cognitive dispositions rather than on the actual performance
    of pre-service EFL teachers in everyday teaching situations. This assessment gap
    is addressed in this thesis by developing and validating a role-play-based simulation
    (RobS) designed for the summative assessment of pre-service EFL teachers' feedback
    competence on writing. Drawing on theories from multiple disciplines, such as
    higher education, medical education, teacher education, educational psychology,
    and EFL-specific didactics, the RobS is developed as a performance-oriented assessment
    format. In the RobS, pre-service EFL teachers engage in a feedback conversation
    with trained actors who portray a standardized learner. Following an argument-based
    approach to validation, the extent to which the RobS can be considered valid is
    investigated. Data from multiple studies, focusing on aspects such as authenticity,
    fairness, reliability, and external validity, are presented. The discussion in
    the validity argument indicates that the RobS can elicit and assess the performative
    facet of feedback competence on writing with sufficient confidence. This work
    contributes a novel, empirically supported assessment framework to teacher education
    research. Moreover, it presents an approach to address the assessment gap, enabling
    pre-service EFL teachers to show how they provide feedback, rather than just tell
    their lecturers about it.
author:
- first_name: Thomas
  full_name: Janzen, Thomas
  id: '89329'
  last_name: Janzen
  orcid: 0009-0003-1941-166X
citation:
  ama: Janzen T. <i>Show, Don’t Tell - Developing and Validating a Role-Play-Based
    Simulation (RobS) for the Assessment of Pre-Service EFL Teachers’ Feedback Competence
    on Writing</i>. Logos Verlag; 2025. doi:<a href="https://doi.org/10.30819/5994">https://doi.org/10.30819/5994</a>
  apa: Janzen, T. (2025). <i>Show, don’t tell - Developing and Validating a Role-Play-Based
    Simulation (RobS) for the Assessment of Pre-Service EFL Teachers’ Feedback Competence
    on Writing</i>. Logos Verlag. <a href="https://doi.org/10.30819/5994">https://doi.org/10.30819/5994</a>
  bibtex: '@book{Janzen_2025, place={Berlin}, title={Show, don’t tell - Developing
    and Validating a Role-Play-Based Simulation (RobS) for the Assessment of Pre-Service
    EFL Teachers’ Feedback Competence on Writing}, DOI={<a href="https://doi.org/10.30819/5994">https://doi.org/10.30819/5994</a>},
    publisher={Logos Verlag}, author={Janzen, Thomas}, year={2025} }'
  chicago: 'Janzen, Thomas. <i>Show, Don’t Tell - Developing and Validating a Role-Play-Based
    Simulation (RobS) for the Assessment of Pre-Service EFL Teachers’ Feedback Competence
    on Writing</i>. Berlin: Logos Verlag, 2025. <a href="https://doi.org/10.30819/5994">https://doi.org/10.30819/5994</a>.'
  ieee: 'T. Janzen, <i>Show, don’t tell - Developing and Validating a Role-Play-Based
    Simulation (RobS) for the Assessment of Pre-Service EFL Teachers’ Feedback Competence
    on Writing</i>. Berlin: Logos Verlag, 2025.'
  mla: Janzen, Thomas. <i>Show, Don’t Tell - Developing and Validating a Role-Play-Based
    Simulation (RobS) for the Assessment of Pre-Service EFL Teachers’ Feedback Competence
    on Writing</i>. Logos Verlag, 2025, doi:<a href="https://doi.org/10.30819/5994">https://doi.org/10.30819/5994</a>.
  short: T. Janzen, Show, Don’t Tell - Developing and Validating a Role-Play-Based
    Simulation (RobS) for the Assessment of Pre-Service EFL Teachers’ Feedback Competence
    on Writing, Logos Verlag, Berlin, 2025.
date_created: 2025-12-03T11:11:44Z
date_updated: 2025-12-23T07:33:22Z
ddc:
- '370'
doi: https://doi.org/10.30819/5994
extern: '1'
file:
- access_level: open_access
  content_type: application/pdf
  creator: janzent
  date_created: 2025-12-23T07:31:25Z
  date_updated: 2025-12-23T07:31:25Z
  file_id: '63404'
  file_name: Janzen, T. (2025).pdf
  file_size: 9551046
  relation: main_file
file_date_updated: 2025-12-23T07:31:25Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://doi.org/10.30819/5994
oa: '1'
place: Berlin
publication_identifier:
  unknown:
  - ' 978-3-8325-5994-6'
publication_status: published
publisher: Logos Verlag
status: public
supervisor:
- first_name: Christoph
  full_name: Vogelsang, Christoph
  id: '4245'
  last_name: Vogelsang
  orcid: 0000-0002-5804-1855
title: Show, don’t tell - Developing and Validating a Role-Play-Based Simulation (RobS)
  for the Assessment of Pre-Service EFL Teachers’ Feedback Competence on Writing
type: dissertation
user_id: '89329'
year: '2025'
...