نتائج البحث - "Leistungstest"

1

Beschreibende Statistik mit digitalen Medien lernen an der Hochschule - Ergebnisse aus dem Projekt mamdim

المؤلفون: Hattermann, Mathias, Heinrich, Daniel Christopher

مصطلحات موضوعية: Digitalisierung & Mathematik, Leistungstest, digitale Medien, Stochastik, Schnittstelle Sek 2 und Hochschule, beschreibende Statistik

وصف الملف: application/pdf

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7a8bc61cd862acc433666f47cb73d764
http://hdl.handle.net/2003/41792

2

BMI-MLT-Studie an Berufsschulen des Kantons Luzern

المؤلفون: Serino, Flavio

مصطلحات موضوعية: BMI, Leistungstest, MLT, Berufsschule, Übergewicht

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::28bce964618a2cd3b9ef09b98db9d969

3

Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades!

المؤلفون: Nicolas Hübner, Benjamin Nagengast, Marko Neumann, Wolfgang Wagner, Jan Hochweber

المساهمون: PHSG - Institut Kompetenzdiagnostik

المصدر: Hübner, N., Wagner, W., Hochweber, J., Neumann, M., & Nagengast, B. (2020). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades! Journal of Educational Psychology, 112(1), 204-220 Advance online publication. http://dx.doi.org/10.1037/edu0000351
The Journal of educational psychology 112 (2020) 1, S. 204-220

مصطلحات موضوعية: Teaching of English, Pupil Evaluation, PsycINFO, Einflussfaktor, Lehrerurteil, Thüringen, curricular intensification, reform, standardized achievement, grades, German, Leistungstest, Between-group design, Schulnoten, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Baden-Württemberg, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Gymnasiale Oberstufe, Grading (education), GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries), Schülerleistung, Englischunterricht, 05 social sciences, 050301 education, Standard, Student achievement, Curriculum revision, language, Psychology, School reform, Mathematikunterricht, Schulreform, Leistungsbeurteilung, Erziehung, Schul- und Bildungswesen, Baden-Wurtemberg, Curriculumreform, Mathematics lessons, Standardized test, Baden-Wurttemberg, Education, Achievement test, ddc:370, Mathematics education, Curriculum development, Curriculum, Thuringia, business.industry, language.human_language, Secondary school upper level, Achievement measurement, English language lessons, Panel, Vergleich, business, 0503 education, Pupil achievement, Teaching of mathematics

وصف الملف: S. 204-220; application/pdf

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3082a1ea29db6ebf983278cb10b471db
https://doi.org/10.1037/edu0000351

4

Sensitivity of test items to teaching quality

المؤلفون: Stephanie Musow, Johannes Hartig, Jan Hochweber, Svenja Rieser, Alexander Naumann

المساهمون: PHSG - Institut Kompetenzdiagnostik, Schweizerischer Nationalfonds (SNF), Deutsche Forschungsgemeinschaft (DFG), PHSG - Institut Professionsforschung & Kompetenzentwicklung

المصدر: Learning and instruction (2019) 60, S. 41-53
Naumann, A., Rieser, S., Musow, S., Hochweber, J., & Hartig, J. (2019). Sensitivity of test items to teaching quality. Learning and Instruction, 60, 41-53. https://doi.org/10.1016/j.learninstruc.2018.11.002
Naumann, A., Rieser, S., Musow, S., Hochweber, J., & Hartig, J. (2017, November). Sensitivity of test items to teaching quality. Beitrag präsentiert beim Kolloquium der Abteilung Bildungsqualität und Evaluation (BIQUA), 15. November 2017, DIPF Frankfurt am Main.

مصطلحات موضوعية: Schwierigkeit, Active learning, Testaufgabe, Teaching method, Primary school lower level, Method of teaching, Einflussfaktor, Elementary School, Wirkung, Leistungstest, Germany, Empirische Bildungsforschung, Developmental and Educational Psychology, Measurement procedure, Grundschüler, Unterrichtsmethode, media_common, Primary school, Test content, Qualität, Problem solving, 05 social sciences, Interpretation, 050301 education, Cognition, Pädagogische Psychologie, Aktives Lernen, Quality, Test (assessment), Datenanalyse, Test analysis, Test score, Entdeckendes Lernen, Quasi-Experiment, Unterricht, Test items, Psychology, Quasi-experiment, Cognitive psychology, Naturwissenschaftlicher Unterricht, Erziehung, Schul- und Bildungswesen, media_common.quotation_subject, Testkonstruktion, education, Natural sciences lessons, Problemlösen, behavioral disciplines and activities, 050105 experimental psychology, Education, ddc:370, 0501 psychology and cognitive sciences, Quality (business), Sensitivity (control systems), Deutschland, Grundschule, Teaching, Messverfahren, Dauer, Teaching quality, Instructional sensitivity, Educational effectiveness, Validity, Classroom assessment, Discovery learning, Teaching of science, Antwort, Testauswertung, Difficulty, 0503 education

وصف الملف: S. 41-53; application/pdf; 1 Präsentation

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::370c230ab9f956978690f0c7b5a0edd5
https://doi.org/10.1016/j.learninstruc.2018.11.002

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5

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

المؤلفون: Eckhard Klieme, Julia Käfer, Mareike Kunter, Susanne Kuger

المصدر: European journal of psychology of education 34 (2019) 4, S. 731-753

مصطلحات موضوعية: School year 09, Fremdsprachenunterricht, Teaching of English, Academic achievement, Einflussfaktor, Learning achievement, German, Einstellung, Leistungstest, Fehler, Type of school, Germany, Empirische Bildungsforschung, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Hierarchical Linear Modelling, Teaching of foreign languages, Lehrer, media_common, Class (computer programming), Englischunterricht, 05 social sciences, 050301 education, Pupils, Einstellung , language, Schüler, Psychology, 050104 developmental & child psychology, Foreign language teaching, Lernerfolg, Erziehung, Schul- und Bildungswesen, media_common.quotation_subject, Mistake, Mehrebenenanalyse, Affect (psychology), Education, ddc:370, Perception, Mathematics education, 0501 psychology and cognitive sciences, Deutschland, Wahrnehmung, Multi-level analysis, Motivation, Schuljahr 09, Schulform, Teacher, Perspective (graphical), Educational psychology, Pupil, language.human_language, English language lessons, 0503 education

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1c775a57c3dc05c7bb17f32d96cea88b
https://doi.org/10.1007/s10212-018-0408-7

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6

From byproduct to design factor. On validating the interpretation of process indicators based on log data

المؤلفون: Goldhammer, Frank, Hahnel, Carolin, Kroehne, Ulf, Zehner, Fabian

المصدر: Large-scale assessments in education (2021) 9, 25 S.
Large-scale Assessments in Education, Vol 9, Iss 1, Pp 1-25 (2021)
Large-scale Assessments in Education
Exploring Usage of Log-File and Process Data in International Large-Scale Assessments

مصطلحات موضوعية: Computer science, log data, low-level feature, cognitive assessment, evidence-centered design, validation strategies, PIAAC (Programme for the International Assessment of Adult Competencies), Validation strategies, 370 Erziehung, Schul- und Bildungswesen, Prozess, Outcome (game theory), Continuous assessment, Forschungsarten der Sozialforschung, Leistungstest, PIAAC, Performance measurement, Empirische Bildungsforschung, Measurement procedure, process, Testtheorie, L7-991, Leistungsmessung, validation, Sozialwissenschaften, Soziologie, PISA-Studie, Low-level feature, Interpretation, Education (General), PISA , Daten, Logdatei, Identification (information), Datenanalyse, Validierung, Interkulturelle und International Vergleichende Erziehungswissenschaft, data, Research Design, PISA study, ddc:300, Messinstrument, PIAAC , 370 Education, Construct (philosophy), Log data, Leistungsbewertung, measurement instrument, Process (engineering), Erziehung, Schul- und Bildungswesen, Testkonstruktion, Test theory, Typologie, Process indicator, Education, Cognitive assessment, ddc:370, Evidence-centered design, Representation (mathematics), Social sciences, sociology, anthropology, kognitive Faktoren, evidence, Interpretation (philosophy), Messverfahren, PISA, Indikator, Data science, Evidenz, Achievement measurement, Typology, Indicator, performance assessment, cognitive factors, Nomothetic