Operator (education)

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In education , operators are defined as certain verbs that are used in the imperative for tasks. They are primarily used in exams, written exams and performance assessments, and as work assignments for their preparation throughout the class. Only those verbs are suitable that allow a perceptible, often even measurable implementation, which is reflected in learning products. Purely mental processes ( recognizing , tracing ) are not operators. In terms of learning psychology, operators come from behaviorism .

Operators in Germany and Austria

In the German and Austrian school system , the learning objectives are usually divided into three requirement areas, which require different levels of personal contribution and complex thinking from the student. Requirement area I usually includes reproduction , requirement area II reorganization (reorganization) and transfer (transfer, application) and requirement area III judgment formation , reflection and problem solving . For some objects, the third area can contain a design task.

In the Federal Republic of Germany, operators are primarily used in exams in the upper secondary level and the central high school diploma . The aim is to prepare for scientific work , the fulfillment of educational standards and educational goals and an orientation of the lessons to testable competencies .

The design of the operators can vary depending on the school subject. For example, there is no ranking in the subject of mathematics . In some subjects such as art , music and sport , more skills can be practically tested, for example drawing or composing. In addition, many operators can also be assigned (interpreting, analyzing) several requirement areas.

The operators can be found as lists in the uniform examination requirements for the Abitur examination , no longer in the educational standards that replace them . It shows the list for German schools abroad with examples .

List of operators

Requirement area 1: reproduction

  • Be (name): The information taken from a text should be reproduced according to certain aspects of a given issue and facts should be collated.
  • Describe: Text statements or facts should be structured in your own words and presented correctly in technical language.
  • Reproduction: Contents and contexts should be reproduced in their own words factually and technically correctly.
  • Summarize or sketch : content, statements, contexts should be compressed and structured in a correct way.
  • Define : Show the meanings of terms in contrast to neighboring terms.
  • Document : Results should be summarized and documented.

Requirement area 2: reorganization and transfer

  • Investigate or develop: texts, text statements, problems, facts should be processed in a criteria-oriented or aspect-based manner.
  • Classification: A content, a statement, space, a problem or a fact should be included in a given or self-chosen context.
  • Explanation and explanation: Text statements and facts should be presented differently on the basis of knowledge and insights and illustrated with additional information and examples.
  • Relate: Analysis results, textual statements, facts, problems should be related to given or self-chosen aspects.
  • Discuss: factual relationships should be clarified with the help of additional information.
  • Decide: Decide between several possibilities justified for one (for example by a pro and con argument or evidence or refutation)

Requirement area 3: reflection and problem solving

  • Interpret: Results of the text description should be brought together in an explanatory context, taking into account the interrelationship of text structures, functions and intentions, the recorded central structure-forming, genre-typical, syntactic, semantic and stylistic-rhetorical elements and their function for the whole text.
  • Assess: With regard to a text, a textual statement, the aesthetic quality of a text, a fact, a problem solution, a problem without subjective value reference, an independent and well-founded factual judgment should be formed with reference to specialist knowledge and knowledge.
  • Take a (critical) position: A problem, a problem solution, a factual situation, an evaluation should be assessed on the basis of professional knowledge and insight after a critical examination and careful consideration.
  • Justify: an analysis result, judgment, assessment or evaluation should prove a thesis professionally and factually through evidence, examples or an argument.
  • To deal with: The task is to develop an argumentation for a (technical) problem or thesis that leads to a justified and comprehensible result.
  • Check or check: A text statement, thesis, argumentation, analysis result, a fact should be examined for appropriateness on the basis of one's own knowledge, insights or knowledge of the text and come to results.
  • Drafting: In connection with a text template, a separate text should be written and planned on the basis of concrete work instructions, naming the necessary decisions and work steps.
  • Design: In connection with a text template, a specific text should be developed based on specific work instructions according to specified criteria.

Between requirement area 1 and 2

  • Representation : Information and factual contexts known from lessons or can be taken from the material should be arranged (graphically or verbally) and clarified.
  • Localize or locate: A case or spatial example should be classified and arranged according to a known orientation grid.

Between requirement area 2 and 3

  • Analyze: Complex materials, texts, facts should be recorded in their individual aspects with the aim of showing developments and connections between them.
  • Apply : Theories, models, rules should be related to a specific case or room example or facts.
  • Compare : Texts, text statements, problems, facts should be compared under given or self-chosen aspects on the basis of given criteria and put in relation to each other and analyzed. This is intended to identify similarities, differences, partial identities, similarities, deviations or opposites.
  • Interpret : Connections or results should be related to given questions.

Special operators in mathematics, statistics and science

In mathematics, in contrast to the other subjects, the operators mostly relate to a mathematical and / or graphical representation and solution of a problem. Answers are presented in an answer set. In order to prove , judge , show , prove or refute a fact , a mathematical method of proof or a mathematical or logical proof may be required.

  • Calculate : Results should be achieved with the presentation of the approach and calculation.
  • Determine and determine: Connections or solutions should be shown and the procedure presented. Then the results should be formulated.
  • Creating and setting up: Facts, assumptions, relationships, methods, equations etc. should be noted in a clear, technically appropriate or specified form.
  • Derive : An equation or fact is to be derived.
  • Representing, modeling or drawing graphically : Facts should be visualized in a technically correct manner and / or transferred to a model.
  • Order and classify : Terms, objects, data, etc. should be systematically classified on the basis of certain characteristics.
  • Evaluation : data or facts should be compiled and led to a final overall statement.
  • Complete or expand: A specified structure should be expanded and displayed according to specific specifications.
  • Implementation, development or modification: A specified structure should be changed or expanded according to specific specifications.

Individual evidence

  1. ↑ a b [1] Reitbrecht, Sorger: Operators as markers of competence orientation In: Open Online Journal for Research and Education , April 2018
  2. ^ Educational standards in the German Abitur. KMK, 2012, accessed June 6, 2020 .
  3. ↑ Schools Abroad Operators. KMK, 2012, accessed June 6, 2020 .

Web links

This section needs to be revised: In the form of a pure link collection (for WP: WEBlinks applies: "... economical and only the finest ..."); if necessary in help: convert individual certificates. Either we need documents from other countries and federal states or the article has to be defined / redesigned on a pure NRW topic.
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Operators according to school subjects

The operator lists from North Rhine-Westphalia included here can generally be transferred to all federal states.