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(Schlagwörter: "Formative Evaluation")

How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group […] Vieluf, Svenja; Denk, Albert; Rožman, Mojca; Roczen, Nina Book Chapter | Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020 39656 Endnote: Author(s): Vieluf, Svenja; Denk, Albert; Rožman, Mojca; Roczen, Nina
Title: How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group interviews
In: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 195-218
URL: https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina%20ED%20-%20Social%20emotional%20and%20intercultural%20competencies%20for%20inclusive%20school%20environments%20across%20Europe.pdf#page=196
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Teilnehmer; Evaluation; Programm; Summative Evaluation; Formative Evaluation; Gruppe; Interview; Intervention; Wirkung
Abstract (english): This chapter summarises and discusses how participants evaluated the HAND in HAND programme. It is based on responses to two questions asked during semi-structured focus group interviews which comprised part of a more comprehensive evaluation of the HAND in HAND programme. The findings complement the experimental outcome evaluation but they also serve a formative purpose, i.e. to help identify the starting points for improving the programme. In terms of the summative outcome evaluation, the results show that many participants liked the programme (particularly the teachers, less so the students) and that the programme had positive short-term effects on the participants' mood and on the group atmosphere in several groups. However, only a few participants observed long-term effects. One reason for the latter finding may be that many school staff groups reported difficulties in imple-menting exercises, practices or ideas from the programme within their everyday pedagogical practice. Hence, the programme could probably gain from including longer-term support with respect to implementation. Other suggestions for improvement derived from the interviews are designing the intervention according to a real 'whole-school' approach and better supporting the autonomy of students. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Usability design and evaluation for a formative assessment feedback Horn, Florian; Schiffner, Daniel; Gattinger, Thorsten; Sacher, Patrick Book Chapter | Aus: Zender, Raphael; Ifenthaler, Dirk; Leonhardt, Thiemo; Schumacher, Clara (Hrsg.): DELFI 2020 - die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e. V., 14.-18. September 2020, online | Bonn: Gesellschaft für Informatik | 2020 40266 Endnote: Author(s): Horn, Florian; Schiffner, Daniel; Gattinger, Thorsten; Sacher, Patrick
Title: Usability design and evaluation for a formative assessment feedback
In: Zender, Raphael; Ifenthaler, Dirk; Leonhardt, Thiemo; Schumacher, Clara (Hrsg.): DELFI 2020 - die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e. V., 14.-18. September 2020, online, Bonn: Gesellschaft für Informatik, 2020 (Lecture Notes in Informatics, P-308), S. 121-126
URL: https://dl.gi.de/handle/20.500.12116/34149
Publication Type: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Adaptives Testen; Formative Evaluation; Nutzerverhalten; Benutzerfreundlichkeit; Feedback; Bewertung; Student; Hochschulunterricht; Programmierung; Deutschland
Abstract (english): In a current research project we implemented an approach for delivering computer assisted adaptive testing as an additional form of formative assessment for a lecture. We primarily used these tests as a formative assessment during a "fundamentals of computer programming" course. The tests also included an individual feedback to further guide the students. To evaluate and improve the formative assessments, we performed a usability study, which was focused on the user satisfaction while taking a test and reading the feedback. The study used the user experience questionnaire. The results indicate that an adaptive assessment can provide more support, but also shows shortcomings of the current implementation. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung