Developments concerning report cards have led to a potential shift from reporting traditional grades to reporting multiple competencies within and across subjects. In this study, we analyzed the dimensional structure of the teacher judgments on a competency-based report card on fourth-grade elementary school students (N = 469). With a methodologically innovative approach of combining exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA), we found one learning-oriented and one social-oriented generic subject-unspecific factor of competency judgments and single factors for each included subject. All subject factors showed relatively high correlations with the respective traditional grades. Second-order commonalities further indicated a general factor represented almost perfectly by the learning-oriented generic judgments. Our analyses generally justified the use of competency-based report cards in terms of the dimensional structure and the association with traditional grades. Further, generic subject-unspecific competency judgments contribute to disentangling the multidimensionality of teacher judgments.

关于成绩单的发展已导致从报告传统成绩到报告主题内和跨学科的多种能力的潜在转变。在这项研究中，我们分析了四年级小学生基于能力的成绩单上教师判断的维度结构（N = 469）。通过将探索性结构方程模型（ESEM）与验证性因素分析（CFA）相结合的方法学创新方法，我们发现了一个学习型和一个社会型通用学科—能力判断的非特定因素和每个所包含学科的单一因素。所有学科因素都显示出与各自传统成绩相对较高的相关性。二阶共性进一步表明，一个以学习为导向的通用判断几乎完美地代表了一个普遍因素。我们的分析通常从维度结构以及与传统等级的关联方面证明使用基于胜任力的报告卡是合理的。此外，通用的主题不确定性能力判断有助于解开教师判断的多维性。