EleFa

This project aims at capturing the differential effectiveness of formative assessment on the learning processes integrated in a learning and action model in the scope of a large scale assessment in the university sector.

1. In co-operation with the Institute of Applied Educational Research in Leipzig a pilot study is conducted (n=800). Therefore, students of different institutions are asked to capture typical motivational patterns of self-regulated learning.
2. In preparation for the assessment, a universal software for the assessment and feedback of motivational learning processes is developed (motivatoring).

Objectives

Within the scope of this project a theoretically derived learning and action model is validated and used at the same time to gain insight into the processes of self-regulatory learning and the support of these processes through formative assessment.

Method

At the end of 2014 an assessment with students of the second semester is conducted at universities with a preliminary assessment as well as a follow up study: The preliminary assessment at the first measuring point is complemented with a cross-sectional study with n=1.000 students to identify learning types with a high statistical accuracy. In the main assessment students go through a computer based learning section with the topic ‘statistics’ within a net time period of 15 clock hours. In the follow-up assessment the learning progress is obtained and complemented by qualitative interviews.

 

Finance: SEED- grant European Social Fund

Co-operation:

Ana Remesal, Universität Barcelona

Julius Kuhl, Universität Osnabrück

Daniela Heinze, Universität Mainz

Christiane Metzger, Fachhochschule Kiel

Rolf Schulmeister, Universität Hamburg

Institute of Applied Educational Research, Leipzig

Duration: 10/2012 – 11/2014

Status: completed

Project management: Oliver Schneider

Project team: Oliver Schneider; Tony Eckelmann (IFAB); Matthias Redler