Ulrich Steffens / Rudolf Messner: Unterrichtsqualität. Konzepte und Bilanzen gelingenden Lehrens und Lernens. Münster: Waxmann 2019 (417 S.) [Rezension]

Rezension von: Ulrich Steffens / Rudolf Messner: Unterrichtsqualität. Konzepte und Bilanzen gelingenden Lehrens und Lernens. Münster: Waxmann 2019 (417 S.; ISBN 978-3-8309-3937-5; 39,90 EUR)

Implementation of formative assessment - effects of quality of programme delivery on students\u27 mathematics achievement and interest

The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students\u27 mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students\u27 interest also was affected positively when performance evaluation was stressed. (DIPF/Orig.

Interest and performance in solving open modelling problems and closed real-world problems

Modelling is an important part of mathematical learning. One characteristic feature of modelling problems is their openness. In this study, we investigated the relationship between interest and performance in solving open modelling problems and closed real-world problems. We used questionnaires and tests to assess the interest and performance of 143 ninth- and 10th-grade students at different achievement levels. We found that low-achieving students were more interested in solving open modelling problems than closed real-world problems. Also, prior individual interest in mathematics and performance were positively related to situational (task-specific) interest. These results contribute to interest theories by underlining the importance of types of real-world problems and achievement levels for situational interest.This study was financially supported by German Research Foundation (GZs: RA 1940/2-1 and SCHU 2629/5-1)

Making realistic assumptions in mathematical modelling

Making realistic assumptions is an important part of solving open modelling problems and also a potential source of errors. But little is known about the difficulties that result from the openness of modelling problems and how they can be addressed in interventions. Here, we focus on two central solution steps that are necessary for making assumptions: noticing the openness and estimating the missing quantities. In a qualitative study with four ninth graders, we asked students to solve a modelling problem after informing them about the openness of the problem. We identified barriers that expand the two-step model (e.g., trouble integrating assumptions into the model). In addition, informing students about the openness of the problem improved their solution to the problem at hand but did not help them solve subsequent problems.This study was financially supported by the German Research Foundation (GZs: RA 1940/2-1 and SCHU 2629/5-1)

Training effects on teachers\u27 feedback practice. The mediating function of feedback knowledge and the moderating role of self-efficacy

Formative assessment has been identi?ed as a promising intervention to support students\u27 learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers\u27 formative feedback practice, with a special focus on mediating and moderating variables. Research questions are as follows: (1) Is there an indirect training effect on teachers\u27 instructional feedback practice via (a) teachers\u27 declarative feedback knowledge and (b) the ability to generate feedback in a test situation? (2) Is this indirect effect moderated by teachers\u27 self-efficacy? A total of 67 secondary education mathematics teachers participated in the study, taking part in professional development either on formative assessment and feedback (PD-FA) or on mathematical modelling and problem solving (PD-PM). Training was provided in two sessions (T1 and T2; each lasting 3 days) with 10 weeks in between T1 and T2. Teachers\u27 self-efficacy regarding feedback was measured before T1 with a questionnaire. Declarative feedback knowledge and the ability to apply this knowledge were tested after T2. Teachers\u27 instructional feedback practice was assessed with a student questionnaire (before T1 and 4-6 weeks after T2). Path analyses show that (1) there is no indirect training effect (PD-FA vs. PD-PM) on the development of teachers\u27 feedback practices in mathematics instruction; but an indirect effect on the ability to generate feedback in a test situation via teachers\u27 declarative feedback knowledge. Teachers participating in PD-FA show a higher level of declarative feedback knowledge than teachers in the PD-PM condition. Declarative feedback knowledge in turn is positively related to the ability to generate feedback in a test situation. (2) This indirect effect is moderated by teachers\u27 self-efficacy. Teachers with a high level of self-efficacy are better able to use their knowledge to generate feedback in a test situation than teachers with a low level of self-efficacy. (DIPF/Orig.

Studentische Aushilfslehrkräfte zwischen Professionalisierungserwartungen und Krisenmanagement

Der im Projekt „Professionalität und Professionalisierungsprozesse studentischer Aushilfs- und Vertretungslehrkräfte (PROSA)“ entstandene Beitrag stellt erste Befunde aus einer quantitativen und zwei qualitativen Vorstudie(n) zu Rahmenbedingungen studentischer Aushilfslehrtätigkeit, den damit verbundenen Aufgaben von studentischen Lehrkräften sowie der Übersetzung von Rollenzuweisungen in ein eigenes Rollenverständnis vor. Dabei zeigt sich das Suchen nach der eigenen Position bei vagem, z. T. auch widersprüchlichem Status als zentrale Herausforderung in der studentischen Vertretungstätigkeit. (DIPF/Orig.

Effekte einer Instruktion zu offenen Aufgaben: „Wenn ich wüsste, was hier fehlt, dann könnte ich sie lösen“

Die Bearbeitung von Modellierungsaufgaben erfordert anspruchsvolle Übersetzungsprozesse zwischen Realität und Mathematik und der Erwerb der Modellierungskompetenz ist ein wichtiges Ziel des Mathematikunterrichts. Die Erforschung der Frage, wie alltags- und berufsrelevante Inhalte erfolgreich im Unterricht vermittelt werden können, wird als eine zentrale Aufgabe der Lehr-Lernforschung angesehen. Eine wichtige Eigenschaft alltags- und berufsrelevanter Inhalte ist ihre Offenheit. Im Projekt OModA (Offene Modellierungsaufgaben in einem selbständigkeitsorientierten Mathematikunterricht), welches von der Deutschen Forschungsgemeinschaft gefördert wird (GZ: RA 1940/2-1 und SCHU 2629/5-1), wird untersucht, welche Effekte eine auf die Anforderungen der offenen Modellierungsaufgaben zugeschnittene Instruktion auf kognitive und motivationale Faktoren hat (Instruktionsstudie) und wie sich der Unterricht mit offenen Modellierungsaufgaben auf kognitive und motivationale Faktoren auswirkt (Unterrichtsstudie). In diesem Beitrag berichten wir erste Ergebnisse der Instruktionsstudie hinsichtlich Wirkungen auf kognitive Faktoren