In this project the differential effectiveness of formative assessment on the described learning process in the integrated learning and action model shall be measured in a longitudinal study.
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.
- 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.
- In preparation for the assessment, a universal software for the assessment and feedback of motivational learning processes is developed (motivatoring).
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.
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
Ana Remesal, Universität Barcelona
Duration: 01.10.2012 – 30.11.2014
Project management: Thomas Martens
Project team: Oliver Schneider; Tony Eckelmann (IFAB); Matthias Redler