Pilotierung und Validierungsstudien. Vorgehen und Befunde

Benner, Dietrich; Schieder, Rolf; Schluß, Henning; Willems, Joachim; Nikolova, Roumiana; Weiss, Thomas G.; Dehghani, Shamsi; Scharrel, Joanna

doi:10.30965/9783657770779_005

Cited by 1 publication

(2 citation statements)

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“…They serve a protective purpose that is not unlike that of gymnastics and music within the Aristotelian curriculum. The role of both of these subjects in Aristotle was to counter fundamentalistic interpretations and ethical–moral and theological–religious issues and to place morality, custom, and religion under public and civil control (for the area of morality, see Benner et al, 2015; Benner & Nikolova, 2016; for the area of religious education [Bildung], see Benner et al, 2011; Schieder, 1996).…”

Section: Education—basic Education [Bildung]mentioning

confidence: 99%

“…Together with colleagues from the Humboldt University of Berlin, I have made initial attempts to this end in two DFG (German Research Foundation)-financed projects on modeling and testing religious and ethical–moral education and competence, the latter of which is currently in the internationalization phase (cf. Benner et al, 2011; Benner & Nikolova, 2016; Peng, 2018). The method developed by Rasch enables competence measurements to be carried out for the first time not merely by calculating average values, which do not have any significance for individual test subjects, but by measuring domain-specific competences differentiated according to requirement levels, which in turn means that reliable statements can be made about the probability of individual test subjects achieving certain requirement levels.…”

Section: Literacy–literality–literalitiesmentioning

confidence: 99%

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Education [Bildung]–Literality–Competence: On Competing Tasks of Public Schools and the Need for New Links Between Teaching and Educational Research

Benner¹

2020

ECNU Review of Education

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Purpose: The article distinguishes between the three concepts of standardization of the tasks of pedagogical action in modern educational systems: - the traditional concept of standardizing educational goals through curricula, - the literacy concept of psychometric standardization, - and the concept of competence, which can be developed in different ways. Design/Approach/Methods: I examine these concepts and show, - that traditional curriculum orientations suffer from the fact that they have not developed controls over the achievement of objectives, - that literacy concept allows for psychometric measurement, but this is not coordinated with the actual teaching and its goals, - and that competence models only offer further possibilities if their subject-specific requirements are aligned with the educational theoretical and didactic teaching objectives. Findings: Instead of replacing traditional input control with output measurements, it is important to link teaching and educational research in such a way that competence measurements not only measure the levels of demands achieved by learners but also the quality and effectiveness of teaching. Originality/Value: The train of thought overcomes the juxtaposition of philosophy of education and empirical research and shows how both can cooperate theoretically and empirically.

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Section: Education—basic Education [Bildung]mentioning

confidence: 99%

Section: Literacy–literality–literalitiesmentioning

confidence: 99%