Learning process diagnostics

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Learning progress diagnostics is a method for documenting and assessing learning development in schools.

methodology

The learning progress diagnosis measures and documents the individual learning development through economic, short tests (two to five minutes) at weekly, bi-weekly or monthly intervals. The learning process diagnosis is carried out continuously during the school year and the results are discussed in a team in order to adapt the lessons, the current pedagogical interventions or support individually to individual persons, groups of people or classes and to optimize the learning processes. Learning process diagnostics is a formative assessment ( formative evaluation ) and is mostly used under the designation Curriculum Based Measurement (CBM) in the response-to-intervention approach .

Learning progress diagnostics has been used in the school context in the USA since the mid-1980s (Deno, 1985). In the German-speaking countries, the concept of Klauer (2006) and Walter (2009) was made known as standardized, class-accompanying diagnostics. Since the school year 2010/11, learning progress diagnostics have been applied and empirically tested in the Rügen inclusion model .

Several scientific working groups are now working on reliable tests and platforms for use in schools and educational practice. One scientific project is, for example, the online test platform for learning progress monitoring (Levumi), which offers free and reliable learning progress diagnostics for the learning areas of German and mathematics, especially for inclusive schools and special needs schools. Internet-based test systems, in particular, will become established in the coming years, as they can easily be carried out in lessons on the tablet with the latest test and immediately enable evaluation even with complex forms of representation.

Web links

Individual evidence

  1. ↑ S. Voss, Y. Blumenthal, S. Sikora, K. Mahlau, K. Diehl and B. Hartke: Rügener Inclusion Model (RIM) - Effects of a schooling approach based on the response to intervention approach on the arithmetic and reading abilities of primary school children . In: Empirical Special Education. tape 2 , 2014, p. 114-132 .
  2. ↑ Stanley L. Deno: Curriculum-Based Measurement: The Emerging alternative . In: Exceptional Children . tape 52 , no. 3 , November 1985, ISSN  0014-4029 , pp. 219-232 , doi : 10.1177 / 001440298505200303 .
  3. ↑ Klauer, KJ (2006). Recording of learning progress through curriculum-based measurement. Curative Education Research, 32 16-26.
  4. ↑ Walter, J. (2009). Theory and practice of curriculum-based measurement (CBM) in teaching and support. Journal of Curative Education, 60, 162-170.
  5. ↑ Stefan Voß, Yvonne Blumenthal, Kirsten Diehl, Katharina Ehlers, Kathrin Mahlau & Bodo Hartke: First evaluation results of the project "Rügen Inclusion Model (RIM) - Preventive and Integrative School on Rügen (PISaR)". Retrieved March 22, 2019 .
  6. ↑ S. Voss, Y. Blumenthal, K. Mahlau, K. Marten, K. Diehl, S. Sikora and B. Hartke: The Response-to-Intervention Approach in Practice: Evaluation Results for the Rügen Inclusion Model. Münster, New York, NY: Waxmann, 2016,
  7. ↑ Working group on learning process diagnostics: objectives of the working group. Retrieved March 22, 2019 .
  8. ↑ Jana Jungjohann, Jeffrey M. DeVries, Markus Gebhardt, Andreas Mühling: Levumi: A Web-Based Curriculum-Based Measurement to Monitor Learning Progress in Inclusive Classrooms . In: Computers Helping People with Special Needs . tape 10896 . Springer International Publishing, Cham 2018, ISBN 978-3-319-94276-6 , pp. 369–378 , doi : 10.1007 / 978-3-319-94277-3_58 ( springer.com [accessed March 22, 2019]).
  9. ^ Voss, S .; Gebhardt, M .: Follow-up diagnostics in school . In: Empirical Special Education . No. 2 , 2017, p. 95-97 .