Mathematics progress monitoring in the primary grades:construction and validation of progress monitoring test concepts in grade 1 and 2

Lernverlaufsdiagnostik stellt Lehrern diagnostische Informationen über Leistungsverläufe ihrer Schüler zur Verfügung. Diese Informationen können genutzt werden, um Unterrichtsanpassungen vorzunehmen und Fördermaßnahmen anzupassen. In dieser Dissertation werden Testkonzepte im Bereich Mathematik für die Grundschule vorgestellt, die Informationen zum differenzierten Leistungsstand von Schülern in der ersten und zweiten Klasse sowie zur weiteren Entwicklung im Laufe des Schuljahres bieten. Psychometrische Gütekriterien der auf Basis von Modellen früher mathematischer Kompetenzentwicklung erstellten Testkonzepte werden in Feldstudien validiert und die Benutzbarkeit der computergestützten Diagnostik evaluiert. Analysen zu Lernverlaufsmustern bieten neue Erkenntnisse hinsichtlich der Stabilität von Leistungsunterschieden und Voraussetzungen für erfolgreiche Lernverläufe. Insgesamt bieten die neu entwickelten Testverfahren zuverlässige und differenzierte diagnostische Informationen.Progress monitoring tests provide teachers with diagnostic information about students' performance development. This information can then be used to enhance classroom work or adjust supplemental instruction. In this dissertation, I introduce mathematics test concepts for the primary grades which yield information about students' performance level and its development over the school year. The multi-competence, computer-based online tests were constructed with close relation to models of early mathematical competence development. Its psychometric properties and feasibility for classroom use are validated by means of several longitudinal studies. New insights concerning the stability of performance differences as well as conditions for successful learning outcomes are gained from analyses of students' learning trajectories. In conclusion, the newly-developed assessment provides teachers with reliable and comprehensive diagnostic information

Evaluationsbericht Psychologie 2011:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 10/11 und SoSe 11

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Evaluationsbericht Psychologie 2012:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 11/12 und SoSe 12

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Evaluationsbericht Psychologie 2010:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 09/10 und SoSe 10

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Levumi: A Web-Based Curriculum-Based Measruement to Monitor Learning Progress in Inclusive Classrooms

Our paper introduces and assesses the Levumi platform’s web-based assessment of reading fluency. One challenges of inclusive education is meeting the needs of the learners with special education needs (SEN). Children with SEN and other risk factors face an increased risk of failing in schools and manifesting academic and social problems over the time. Web-based curriculum-based measurement (CBM) can provide an effective tool to track progress of learners and limit such risks. In particular, it can ease the challenges of test administration in inclusive classrooms through automation and providing multiple difficulty levels without the need of different paper-forms. Furthermore, Levumi can help educators track children and thus provide support for learners. Levumi takes advantage of the strengths of web-based CBM to assess reading fluency in primary school students. We confirmed the reading fluency test’s test-retest reliability (n = 334), its ability to measure learning over time in individual learners with SEN (n = 8, across 14 MPs), and its applicability to learners with SEN (n = 300, including n = 46 with SEN). We evaluate Levumi’s overall usefulness in assessing different types of learners, and discuss its contributions to CBM research