2005
DOI: 10.1007/bf02655819
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From students’ achievement to the development of teaching: requirements for feedback in comparative tests

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Cited by 6 publications
(4 citation statements)
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“…Similar spirals can be drawn for "modelling", "concept building" and "problem solving" (cf. Büchter & Leuders 2005, p.76ff). Mathematical problems for performing often concentrate on certain parts of the spiral.…”
Section: Authentic Mathematical Processesmentioning
confidence: 91%
“…Similar spirals can be drawn for "modelling", "concept building" and "problem solving" (cf. Büchter & Leuders 2005, p.76ff). Mathematical problems for performing often concentrate on certain parts of the spiral.…”
Section: Authentic Mathematical Processesmentioning
confidence: 91%
“…In the second place, previous research in Germany showed big differences in teacher evaluation of mandatory testing across subjects (e.g., Maier, 2008). Math teachers usually have a more positive attitude towards external testing (see Bu¨chter & Leuders, 2005). There is a broad consensus on how to test math competencies and what contents mandatory testing in math has to cover.…”
Section: Research Methods Participantsmentioning
confidence: 98%
“…Above all, test development institutes and researchers in math didactics shaped the discussion on quality features for state-mandated testing and performance feedback (Blum, Dru¨ke-Noe, Leiß, Wiegand, & Jordan, 2005;Bu¨chter & Leuders, 2005;Lorenz, 2005;Peek, Steffens, & Ko¨ller, 2006). Bu¨chter and Leuders (2005) described principles for designing test feedback focusing on instructional improvement. Didactic commentaries on each task, for example, help detecting misconceptions and typical errors in the classroom.…”
Section: Models For Assessing the Quality Of Test-based School Accounmentioning
confidence: 98%
“…Vor allem im Rahmen der größeren Vergleichsarbeitsprojekte in Deutschland (Kompetenztests Thürin-gen, Lernstand nrW, VErA) wurde, vorwiegend aus einer mathematikdidaktischen Perspektive, der Frage nachgegangen, wie zentrale Tests sowohl messtheoretischen Anforderungen genügen, als auch für Lehrkräfte ein gewisses Innovationspotenzial entfalten können (Büchter/Leuders 2005;Blum et al 2005;Lorenz 2005 Zentrale Tests können vor allem dann hilfreich sein, wenn sie den Lehrkräften im Sinne von "opportunity-to-learn standards" genug fachdidaktische Orientierung für den Unterricht geben. Die Schwierigkeit liegt vor allem darin, dass Testaufgaben einerseits psychometrischen und andererseits fachdidaktischen Anforderungen genügen müssen und darüber hinaus noch Impulse für die Schulentwicklung geben sollen.…”
Section: Problemstellungunclassified