Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

6.3 Analysis of the mid-test interview 6 INTERVIEW EVALUATION
6.3.2 Using the QA-TLS
None of the test candidates had any problems with the QA-tags (cf. table 26 on
page 250). 77% of the candidates were able to apply the tags on the test mate-
rial immediately. 22% candidates needed some explanation, but the information
needed was about the educational material not the tags themselves (cf. table 28
on page 251).
Additionally, 33% of the evaluation participants, who were mainly from the ed-
ucational experts group, stated that the tags of the QA-TLS correlated with their
practical teaching experience (cf. table 27 on page 251).
The answers of the members of the evaluation group regarding the tags of the
QA-TLS showed that the concept of the tags was understandable and applicable
by the whole group.
6.3.3 Using the Lecture-TLS
All the test candidates stated that they did understand the tags of the Lecture-TLS
well (cf. table 29 on page 251). However, they also said that they were more
complex than the tags of the QA-TLS.
The different lecture strategies, for example deductive or inductive, did not cause
any difficulties at this point of the evaluation.
77% of the participants did not see any specific advantages of the tags, but 22%
stated that the introduced tags were very realistic (cf. table 30 on page 251).
Furthermore, 33% did not experience any difficulties with the tags, but 66% had
either problems with the unknown material that had to be tagged or with applying
the Lecture-tags to the unknown content (cf. table 31 on page 251).
6.3.4 Ease of QA material tagging
During the mid-test interview all the test candidates stated that the tagging of the
QA material with the QA-tags was straightforward and not difficult (cf. table 32
on page 252). The candidates of the educational experts group as well as those of
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