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Assessing contexts of learning. An international perspective
Kuger, Susanne; Klieme, Eckhard; Jude, Nina; Kaplan, David (Hrsg.)
Sammelband
| Cham: Springer | 2016
36409 Endnote
Herausgeber*innen:
Kuger, Susanne; Klieme, Eckhard; Jude, Nina; Kaplan, David
Titel:
Assessing contexts of learning. An international perspective
Erscheinungsvermerk:
Cham: Springer, 2016 (Methodology of educational measurement and assessment)
DOI:
10.1007/978-3-319-45357-6
URL:
http://www.springer.com/de/book/9783319453569
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Computerunterstützter Unterricht; Schule; Unterrichtsklima; Lernerfolg; Bildungssystem; Effektivität; Curriculum; Lernzeit; Naturwissenschaftlicher Unterricht; Unterrichtsforschung; Empirische Forschung; Theorie; Frühkindliche Bildung; Eltern; Kind; Unterstützung; Schule; Elternmitwirkung; Bildungserfolg; Problemlösen; Naturwissenschaftliche Bildung; Schüler; Einstellung <Psy>; Motivation; Wertbewusstsein; Strategie; Lernumgebung; Computerunterstütztes Lernen; Lehrer; Lehrerfortbildung; Professionalität; Wissen; Evaluation; Bildungsmonitoring; Schülerleistung; Schülerleistungstest; Bewertung; Leistungsbeurteilung; Bildungsforschung; Internationaler Vergleich; PISA <Programme for International Student Assessment>; Methodologie; Soziale Herkunft; Ethnizität; Migrationshintergrund; Migration; Frühe Kindheit
Abstract (english):
This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book's initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections - "Student Background", "Outcomes of Education Beyond Achievement", and "Learning in Schools" - each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
System competence in geography education. An empirically validated structure and stage model
Mehren, Rainer; Rempfler, Armin; Ulrich‑Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Sammelbandbeitrag
| Aus: Lavonen, J.; Juuti, K.; Lampiselkä, J.; Uitto, A.;Hahl, K. (Hrsg.): Electronic proceedings of the ESERA 2015 conference: Science education research: Engaging learners for a sustainable future | Helsinki: University of Helsinki | 2016
36230 Endnote
Autor*innen:
Mehren, Rainer; Rempfler, Armin; Ulrich‑Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Titel:
System competence in geography education. An empirically validated structure and stage model
Aus:
Lavonen, J.; Juuti, K.; Lampiselkä, J.; Uitto, A.;Hahl, K. (Hrsg.): Electronic proceedings of the ESERA 2015 conference: Science education research: Engaging learners for a sustainable future, Helsinki: University of Helsinki, 2016 , S. 1643-1651
URL:
http://www.esera.org/media/eBook%202015/eBook_Part_11_links.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Bayern; Deutschland; Geografieunterricht; Gymnasium; Item-Response-Theory; Kognitive Kompetenz; Modellbildung; Problemlösen; Realschule; Schüler; Sekundarstufe I; Systemisches Denken; Test; Validität
Abstract (english):
Constituting a meta-cognitive strategy, systems thinking or system competence can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measuring tool is required which is suitable both for supporting students and for the evaluation of methodical-didactic measures. Such a tool is theoretically anchored in an empirically validated geography-didactic and/or cognition-psychological competence model, providing a differentiated representation of both the internal structure of a competency and the stages. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens
Niepel, Christoph; Rudolph, Julia; Goldhammer, Frank; Greiff, Samuel
Sammelbandbeitrag
| Aus: Bundesministerium für Bildung und Forschung (Hrsg.): Forschungsvorhaben in Ankopplung an Large-Scale-Assessments | Berlin: Bundesministerium für Bildung und Forschung | 2016
36590 Endnote
Autor*innen:
Niepel, Christoph; Rudolph, Julia; Goldhammer, Frank; Greiff, Samuel
Titel:
Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens
Aus:
Bundesministerium für Bildung und Forschung (Hrsg.): Forschungsvorhaben in Ankopplung an Large-Scale-Assessments, Berlin: Bundesministerium für Bildung und Forschung, 2016 (Bildungsforschung, 44), S. 48-62
URL:
https://www.bmbf.de/pub/Bildungsforschung_Band_44.pdf#page=50
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Bildungsstandards; Kompetenz; Konzeption; Lernen; Naturwissenschaftlicher Unterricht; PISA <Programme for International Student Assessment>; Problemlösen; Projekt; Schüler; Schülerleistung; Schülerleistungstest; Technologiebasiertes Testen; Testaufgabe; Testkonstruktion
Abstract:
In den letzten beiden Dekaden wurde eine Reihe von Large-Scale-Assessments (LSA) auf internationaler Ebene initiiert. Zentrale Aufgabe solcher LSA ist das Bildungsmonitoring - untersucht wird also, ob und inwieweit politisch gesetzte Bildungsziele erreicht werden konnten bzw. in welchen zentralen Kompetenzbereichen besondere Stärken oder Schwächen zu beobachten sind. Konzipiert als groß angelegte Befragungen und Testungen von Schülerinnen und Schülern, geben LSA empirisch fundiertes Feedback zu Bildungssystemen auf nationaler und - zum Teil - internationaler Ebene. Dabei hatten und haben LSA einen großen Einfluss auf die Bildungspolitik und Bildungsforschung. Da LSA vornehmlich bildungspolitisch ausgerichtet sind, sind zusätzliche begleitende Forschungsanstrengungen nötig, um die gesammelten Daten für die Bildungsforschung tiefer gehend zu erschließen - Forschungsanstrengungen wie die des LSA004-Projektes zum komplexen Problemlösen im Kontext von LSA. Im Weiteren geben wir einen kombinierten und breiteren Überblick über Befunde zum komplexen Problemlösen aus der PISA-Studie und aus dem LSA004-Projekt. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
How knowing the rules affects solving the Raven Advanced Progressive Matrices Test
Loesche, Patrick; Wiley, Jennifer; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Intelligence | 2015
35061 Endnote
Autor*innen:
Loesche, Patrick; Wiley, Jennifer; Hasselhorn, Marcus
Titel:
How knowing the rules affects solving the Raven Advanced Progressive Matrices Test
In:
Intelligence, 48 (2015) , S. 58-75
DOI:
10.1016/j.intell.2014.10.004
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Chicago; Ill.; Deutschland; Experiment; Frankfurt a.M.; Grundstudium; Induktives Lernen; Intelligenztest; Kognitionspsychologie; Kognitive Prozesse; Problemlösen; Richtlinie; Schüler; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Student; USA; Wissen
Abstract:
The solution process underlying the Raven Advanced Progressive Matrices (RAPM) has been conceptualized to consist of two subprocesses: rule induction and goal management. Past research has also found a strong relation between measures of working memory capacity and performance on RAPM. The present research attempted to test whether the goal management subprocess is responsible for the relation between working memory capacity and RAPM, using a paradigm where the rules necessary to solve the problems were given to subjects, assuming that it would render rule induction unnecessary. Three experiments revealed that working memory capacity was still strongly related to RAPM performance in the given-rules condition, while in two experiments the correlation in the given-rules condition was significantly higher than in the no-rules condition. Experiment 4 revealed that giving the rules affected problem solving behavior. Evidence from eye tracking protocols suggested that participants in the given-rules condition were more likely to approach the problems with a constructive matching strategy. Two possible mechanisms are discussed that could both explain why providing participants with the rules might increase the relation between working memory capacity and RAPM performance. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Effects of prompting multiple solutions of modelling problems on students' performance
Schukajlow, Stanislaw; Krug, André; Rakoczy, Katrin
Zeitschriftenbeitrag
| In: Educational Studies in Mathematics | 2015
35500 Endnote
Autor*innen:
Schukajlow, Stanislaw; Krug, André; Rakoczy, Katrin
Titel:
Effects of prompting multiple solutions of modelling problems on students' performance
In:
Educational Studies in Mathematics, 89 (2015) 3, S. 393-417
DOI:
10.1007/s10649-015-9608-0
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufgabe; Befragung; Deutschland; Einflussfaktor; Empirische Untersuchung; Gesamtschule; Mathematikunterricht; Mathematische Kompetenz; Modellierung; Motivation; Problemlösen; Schülerleistung; Schuljahr 09; Wirkung
Abstract:
Prompting students to construct multiple solutions for modelling problems with vague conditions has been found to be an effective way to improve students' performance on interest-oriented measures. In the current study, we investigated the influence of this teaching element on students' performance. To assess the impact of prompting multiple solutions in mathematics instruction compared with the prompting of a single solution, we conducted an experimental study with 144 ninth graders from six German classes from middle track schools. We had two experimental groups: In one experimental group, students were required to provide two solutions for modelling problems related to the topic of Pythagoras' theorem; in the other group, they were asked to find one solution for each problem. Students' performance in solving tasks with and without a connection to the real world was assessed before and after a five-lesson teaching unit. In addition, the number of solutions developed and students' experience of competence were assessed with a questionnaire during the teaching unit. The findings showed that, similar to previous studies, prompting students to find multiple solutions does not improve their performance directly. However, using path analysis, we found indirect effects of the treatment on students' performance via the number of solutions they developed and their experience of competence. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
PIAAC Germany 2012. Technical report
Zabal, Anouk; Martin, Silke; Massing, Natascha; Ackermann, Daniela; Helmschrott, Susanne; […]
Monographie
| Münster: Waxmann | 2014
34754 Endnote
Autor*innen:
Zabal, Anouk; Martin, Silke; Massing, Natascha; Ackermann, Daniela; Helmschrott, Susanne; Barkow, Ingo; Rammstedt, Beatrice
Titel:
PIAAC Germany 2012. Technical report
Erscheinungsvermerk:
Münster: Waxmann, 2014
URL:
http://www.gesis.org/fileadmin/piaac/Downloadbereich/TechnicalReport-ebook.pdf
Dokumenttyp:
1. Monographien (Autorenschaft); Monographie
Sprache:
Englisch
Schlagwörter:
Bericht; Daten; Deutschland; Erhebungsinstrument; Erwachsener; Forschungsdesign; Fragebogen; Interview; Kognitive Kompetenz; Leistungsmessung; Leistungstest; Lesekompetenz; Mathematische Kompetenz; PIAAC <Programme for the International Assessment of Adult Competencies>; Problemlösen; Qualität; Technologiebasiertes Testen; Testdurchführung; Testkonstruktion
Abstract:
The Programme for the International Assessment of Adult Competencies (PIAAC) is a large-scale initiative of the Organization for Economic Cooperation and Development (OECD) that aims at assessing key adult competencies considered important for individual and societal success. This technical report describes how the PIAAC survey was conducted in Germany. It provides information on the PIAAC instruments: the background questionnaire and the cognitive assessment. Furthermore, it describes sampling, fieldwork, weighting, and nonresponse bias analyses. The report concludes with an overview of the data management processes and data products as well as a brief evaluation of the overall data quality. (DIPF/Verlag)
DIPF-Abteilung:
Informationszentrum Bildung
The time on task effect in reading and problem solving is moderated by task difficulty and skill. […]
Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; […]
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2014
34293 Endnote
Autor*innen:
Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; Klieme, Eckhard
Titel:
The time on task effect in reading and problem solving is moderated by task difficulty and skill. Insights from a computer-based large-scale assessment
In:
Journal of Educational Psychology, 106 (2014) 3, S. 608-626
DOI:
10.1037/a0034716
URN:
urn:nbn:de:0111-pedocs-179679
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179679
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Untersuchung; Erwachsener; Interview; Kognitive Prozesse; Leistungstest; Lesekompetenz; Problemlösen; Schwierigkeit; Technologiebasiertes Testen; Testaufgabe; Wirkung; Zeit
Abstract:
Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more time may be positively related to the outcome as the task is completed more carefully. However, the relation may be negative if working more fluently, and thus faster, reflects higher skill level. Using a dual processing theory framework, the present study argues that the validity of each assumption is dependent on the relative degree of controlled versus routine cognitive processing required by a task, as well as a person's acquired skill. A total of 1,020 persons ages 16 to 65 years participated in the German field test of the Programme for the International Assessment of Adult Competencies. Test takers completed computer-based reading and problem solving tasks. As revealed by linear mixed models, in problem solving, which required controlled processing, the time on task effect was positive and increased with task difficulty. In reading tasks, which required more routine processing, the time on task effect was negative and the more negative, the easier a task was. In problem solving, the positive time on task effect decreased with increasing skill level. In reading, the negative time on task effect increased with increasing skill level. These heterogeneous effects suggest that time on task has no uniform interpretation but is a function of task difficulty and individual skill.
DIPF-Abteilung:
Bildungsqualität und Evaluation; Informationszentrum Bildung
Erfolgreiches Problemlösen in technologiereichen Umgebungen. Wechselwirkungen zwischen […]
Naumann, Johannes; Goldhammer, Frank; Rölke, Heiko; Stelter, Annette
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogische Psychologie | 2014
34960 Endnote
Autor*innen:
Naumann, Johannes; Goldhammer, Frank; Rölke, Heiko; Stelter, Annette
Titel:
Erfolgreiches Problemlösen in technologiereichen Umgebungen. Wechselwirkungen zwischen Interaktionsschritten und Aufgabenanforderungen
In:
Zeitschrift für Pädagogische Psychologie, 28 (2014) 4, S. 193-203
DOI:
10.1024/1010-0652/a000134
URN:
urn:nbn:de:0111-pedocs-148308
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-148308
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Deutschland; Empirische Untersuchung; Erfolg; Erwachsener; Interaktion; Kanada; Kompetenz; Messung; PIAAC <Programme for the International Assessment of Adult Competencies>; Problemlösen; Prognose; Technologiebasiertes Testen; Testaufgabe; Training
Abstract:
Wir zeigen anhand von Feldtestdaten des "Programme for the International Assessment of Adult Competencies" (PIAAC) in Deutschland (N = 661) und Kanada (N = 411), dass sich der Erfolg beim Lösen Technologiebasierter Probleme aus der Anzahl der Interaktionen mit dem System vorhersagen lässt. Dabei war der Zusammenhang umgekehrt U-förmig. Optimale Lösungsraten resultierten bei einer überdurchschnittlichen Anzahl von Interaktionen. Weiterhin wurde der Zusammenhang durch Merkmale der Aufgabe moderiert. Es resultierte vor allem bei Aufgaben, die eine hohe Zahl von Navigationsschritten erfordern, ein stark positiver Zusammenhang. Entgegen den Erwartungen resultierte bei wohl definierten Aufgaben ein höherer Zusammenhang zwischen der Anzahl von Interaktionen und der Lösungsrate als bei schwach definierten Aufgaben. Die Ergebnisse aus der deutschen und kanadischen Stichprobe waren parallel. (DIPF/Orig.)
Abstract (english):
Using Field Trial data from the Programme for the International Assessment of Adult Competencies (PIAAC) from the German (N = 661) and Canadian (N = 411) Field Trials, we show that success in technology-based problem solving is predicted by the number of actions taken during problem solving. The association was reversely U-shaped. The probability of succeeding on a problem-solving task was highest at an above-average number of actions. The association between actions taken and problem solving was further moderated by task characteristics. Especially in tasks involving long navigation sequences a strong positive association between the number of actions and task success was obtained. Against expectations, the association of actions and probability of task success was higher in well-defined than in ill-defined tasks. Results for the German and the Canadian samples ran parallel. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation; Informationszentrum Bildung
Working memory and executive functions. Effects of training on academic achievement
Titz, Cora; Karbach, Julia
Zeitschriftenbeitrag
| In: Psychological Research | 2014
34607 Endnote
Autor*innen:
Titz, Cora; Karbach, Julia
Titel:
Working memory and executive functions. Effects of training on academic achievement
In:
Psychological Research, 78 (2014) 6, S. 852-868
DOI:
10.1007/s00426-013-0537-1
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Empirische Forschung; Forschungsstand; Grundschulalter; Intelligenz; Intelligenzmessung; Intervention; Kind; Kognitive Kompetenz; Lernen; Lernstörung; Lesekompetenz; Lesen; Leseverstehen; Mathematische Kompetenz; Phonologie; Problemlösen; Sekundarstufe I; Training; Vorschulalter; Wirkung
Abstract (english):
The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering from cognitive and academic deficits as well as in healthy students. Transfer of training to mathematical abilities seemed to be very limited and to depend on the training regime and the characteristics of the study sample. A core issue in training research is whether high- or low-achieving children benefit more from cognitive training. Individual differences in terms of training-related benefits suggested that process based working memory and executive control training often induced compensation effects with larger benefits in low performing individuals. Finally, we discuss the effects of process-based training in relation to other types of interventions aimed at improving academic achievement.
DIPF-Abteilung:
Bildung und Entwicklung
Discovering students' complex problem solving strategies in educational assessment
Tóth, Krisztina; Rölke, Heiko; Greiff, Samuel; Wüstenberg, Sascha
Sammelbandbeitrag
| Aus: Stamper, J.;Pardos, Z.;Mavrikis, M.;McLaren, B.M. (Hrsg.): Proceedings of the 7th International Conference on Educational Data Mining | London: CEUR Workshop Proceedings | 2014
34662 Endnote
Autor*innen:
Tóth, Krisztina; Rölke, Heiko; Greiff, Samuel; Wüstenberg, Sascha
Titel:
Discovering students' complex problem solving strategies in educational assessment
Aus:
Stamper, J.;Pardos, Z.;Mavrikis, M.;McLaren, B.M. (Hrsg.): Proceedings of the 7th International Conference on Educational Data Mining, London: CEUR Workshop Proceedings, 2014 , S. 225-228
URL:
http://educationaldatamining.org/EDM2014/uploads/procs2014/short%20papers/225_EDM-2014-Short.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Untersuchung; Leistungsmessung; Leistungstest; Problemlösen; Schüler; Schülerleistung; Sekundarstufe II; Strategie; Strukturgleichungsmodell; Technologiebasiertes Testen; Verhalten
Abstract:
A huge amount of log data accumulates automatically during computer-based educational assessments that can be analyzed for diagnostic or educational purposes using data mining techniques. In this paper, we describe our work of mining students' complex problem solving interactions when tackling previously unknown and dynamically changing situations. Based on log data analyses, we discovered several problem solving strategies and examined relationships of these strategies and test outcomes. We applied clustering algorithms to discriminate between students with different levels of proficiency in problem solving. We identified four groups of students: two cluster represent successful problem solvers who differ in their level of efficiency, one group of inefficient students might need further practice to be able to solve these kinds of tasks, and finally we found a mixed-strategy group of students. Students in this last group were dynamically developing their problem solving strategy and in parallel, the ratio of correct responses increased from task to task during assessment. In sum, our findings help to advance research on cognitive processes; we support educational researchers in better understanding complex problem solving behavior and identify levels of problem solving proficiency. (DIPF/Org.)
DIPF-Abteilung:
Informationszentrum Bildung
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