Expectation horizon (didactics)
A horizon of expectations roughly outlines the set of solutions for the tasks set in exams and, in particular, in final exams. It is usually required by the examining office when preparing final exams or other examination proposals. The exact definition of the horizon can largely be left to the task at hand, as well as making very precise requirements. For example, it is often required that points are assigned to the expected student solutions and that it is described how the different quality of the answer is translated into points.
The expectation horizon differs from a model solution in that, on the one hand, it not only has to contain concrete solutions and, on the other hand, it can also offer considerations as to which different student solutions can occur. Furthermore, it can also contain initial assessment guidelines ("Solution by adding a square is expected, solution by pq formula is to be viewed as inferior, but also possible").
The purpose of the expectation horizon is on the one hand the creation of objective evaluation criteria. It formalizes in advance what is ideally expected of the students. On the other hand, it serves as a guide for second correctors. Some of them are not as familiar with the topic as the teaching teacher and in other cases it is also unclear which solution strategy was discussed in the classroom for the exam problems. Furthermore, the expectation horizon also helps the examiner, because by creating the exam he becomes aware of how the tasks could be solved before the exam is set.
See also
Web links
- Cathrin Rattay, Jost Schneider: Design and use expectation horizons sensibly - The five design principles , in: Correct more efficiently - The practical book: Professional tips and materials from teacher training (all grades) (Querenburg-Praxisbücher), Auer-Verlag 2013, ISBN 978- 3-403-06572-2 (digitized part)