1. Der Transfer von formativem Assessment in den Leseunterricht der Grundschule: Die vermittelnde Rolle von Akzeptanz, Machbarkeit und Kooperation.
- Author
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Hebbecker, Karin, Meudt, Sarah-Ines, Schütze, Birgit, and Souvignier, Elmar
- Subjects
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FORMATIVE evaluation , *PACKAGING materials , *COOPERATION , *PATH analysis (Statistics) , *READING , *TEACHER collaboration , *EXPERIMENTAL groups - Abstract
This longitudinal study investigates the effects of three transfer concepts on the use of formative assessment in primary school reading lessons. Here, the mediating role of acceptability and perceived feasibility (of the feedback and diagnostic materials) as well as cooperation between teachers is analyzed. In the control group (CG, n = 14) teachers were provided with a comprehensive package of worked-out materials. In the first experimental group (EG I, n = 29) three supplementary training courses were conducted. In the second experimental group (EG II, n = 30), in addition, school-internal measures were implemented via a multiplier approach. Results of path analyses of survey data show that, in comparison to the CG, the additional participation in the training courses (EG I) can foster the use of materials (β =.75, p <.05; f ² =.059), while there is no positive effect of the supplementary implementation of school-internal measures (EG II). Perceived feasibility (β =.30, p <.05, =.019) and especially cooperation (β =.31 –.37, p <.05, Ũ =.020 –.028) have a central mediating role for the success of transfer. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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