tIif r - International Cooperation in Education - Deutsches Institut für ...

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Reference: � Deutsche Forschungsgemeinschaft (German Science Foundation) Kennedyallee 40 53175 Bonn Contact: Dr. Manfred Niessen, Head of Social Sciences Group (postmaster@dfg.de) Telephone: +49 (228) 885.1 10 Concepts, conditions and consequences of classroom assessment in mathematical instruction: COCA This project studies how diagnostic information is used by actors (i.e., teachers and students) in school, and what effects different kinds of assessments have on teaching, learning, student motivation, and outcome. This research is based on: (a) a theory of instructional quality which was developed in previous research projects at DIPF, stressing ‘cognitive activation‘ and ‘supportive climate‘ as the main factors that determine student understanding and motivation, respectively; (b) findings from educational psychology that prove certain kinds of feedback have a substantial impact on student learning; and (c) the hypothesis that formative assessment which is content-specific and deeply embedded in instruction, together with appropriate feedback can foster both cognitive activation and supportive climate. The study intends to prove that formative assessment and appropriate (i.e., informative, criterion-referenced) feedback foster student understanding and motivation, while control-oriented, socially referenced feedback from broad overall achievement tests may even harm student learning. Thus, the results of the project will be used to improve our understanding of formative versus summative assessments and how these can be designed to support classroom teaching and learning. In the first phase of the project (2007-2009), models of mathematical competence were developed, tasks were designed, and large scale data were collected, in order to build fine-graded models of mathematical competence. In subsequent phases, those tasks and models will be used to assess and provide feedback to students, both in laboratory experiments and in field studies. This will allow the impact of assessment and feedback on students to be studied. Modelling competencies with multi-dimensional item-response-theory models: MIRT This project deals with the psychometric modelling of foreign language competencies in English. It focuses on comparing alternative IRT models with respect to their implications for interpreting findings and communicating them to decision-makers. As a first step, existing data from the DESI study will be analysed by alternative IRT models including models for describing competence levels and models for a multidimensional assessment of differentiated part competencies. Various IRT models will be systematically compared on the basis of diverse criteria, after which general criteria for selecting a psychometric model will be formulated based on the findings, taking into account theoretical as well as practical demands. TBA service for the DFG priority programme The TBA structure services multiple projects in the DFG priority programme. One project focussing on the assessment of dynamic problem-solving by means of simulation-based tasks
was supported by the further development of the authoring tool CBA Item Builder. These extensions include the MicroFIN and MicroDYN item types. The MicroDYN item type is used to build a simulation of a dynamic system consisting of exogenous and endogenous variables and set linear structural equations (LSE) describing the interdependencies of the variables. The MicroFIN type is used to build a simulation of a “finite state machine” consisting of a finite number of states, transitions between states and actions. Another project is examining multidimensional adaptive testing. 11 School evaluation The DIPF has developed a set of modules for school evaluation. These questionnaires have been used by several hundred schools all over Germany during the last six years. The evaluation projects are among the first large-scale standardised approaches to school evaluation in Germany. More recently, the DIPF has become responsible for programme evaluation in the field of autonomous schools and in programmes for enhanced school democracy and all-day schools. Within those studies, the DIPF has gained broad experience in designing questionnaires for school evaluation and analysing school effectiveness factors. International comparative research The DIPF was the lead agency in an international project aimed at identifying the education system factors as well as the cultural and economic factors responsible for international variations in student performance. The project, which focussed on integrating findings from quantitative and qualitative cross-national educational research, was commissioned by the German Federal Ministry of Education and Research. Comprehensive surveys on the education systems in Canada, England, Finland, France, Germany, the Netherlands and Sweden, based on a common analytical framework, were initially undertaken by national experts. The international comparative research project then used these findings by linking the results from PISA 2000 to qualitative evidence of important features of public policy. These features included strategies for educational reform and innovation, issues of governance and resource allocation, national approaches to standardsetting and to assessment and system monitoring, the organisation of support systems, the professional development of teachers, and national approaches to addressing socio-economic differences in students‘ backgrounds. The results of the project were published in German and English. Key results from the multilateral study were used by the OECD to prepare the report “What makes school systems perform? Seeing school systems through the prism of PISA” Paris, 2004.
Page 1 and 2: DIPF capabilities and staff Profile
Page 3 and 4: Recently, this centre‘s projects
Page 5 and 6: DESI-study (see the next section fo
Page 7 and 8: Princeton, NJ 08541USA � Contact:
Page 9: The DIPF was and is involved in que
Page 13 and 14: quality assurance by planning and c
Page 15 and 16: which also became published by OECD
Page 17 and 18: served as a stand-in professor in I
Page 19 and 20: STAFF RESOURCES Administrative stru
Page 21 and 22: Martens, Thomas: Hochschule Darmsta
Page 23 and 24: Wiegmann, Ulrich: Humboldt-Universi
Page 25 and 26: Titz, Cora und Dorbath, Lara: Goeth
Page 27 and 28: Klieme, Eckhard und Buchholz, Janin
Page 29 and 30: Bündelung der Internetportale im B
Page 31 and 32: Rechenzentrum für Niedersachsen RR
Page 33 and 34: Bestandsrevision • Bearbeitung: C
Page 35 and 36: • Zeitraum: 2006 bis 2007 Schulin
Page 37 and 38: LISA (Leadership Improvement for St
Page 39 and 40: • Kooperation: Prof. Dr. Jaap Sch
Page 41 and 42: Studie zur Entwicklung von Ganztags
Page 43 and 44: Bamberg, Universität Siegen, Wisse
Page 45 and 46: Geschichte der Grundschule in Deuts
Page 56 and 57: Haushaltsentwicklung DIPF Bezeichnu
Page 108 and 109:
Vereinbarung über die Zusammenarbe
Page 110 and 111:
§5 Gemeinsame Berufung (1) Für le
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