InformatikdidaktikPruefen: kriteriumsorientiert – vollständige Frage

Paul MiottiRiedstr. 3

6010 Krienspmiotti@hispeed.ch

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Prejudices

• Teacher is looking at exams of colleagues… – What would my grades be?

• … and concludes…– My colleague is too nice, too demanding etc.

• Comparisons are important… • Look at the whole package

– Classes / lectures– exam – grades

• Rules Luzern: averages outside 4.1 - 4.8 must be justified. Consequences?

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Usual schedule

1. Teaching (along plan of subjects)2. Teacher choses his exam questions3. No taxation4. Corrections using solutions of students5. Grading based on a norm• Diagnostics not considered

• (Teacher tries not to scandalize the colleagues…)

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Ideal schedule

1. goals 2. taxation 3. Exam questions that represent the goals 4. Model solutions (good / wrong examples) 5. Model grading 6. AFTERWARDS planning / implementation of classes 7. exam8. Assessements based on criteria

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Elemente

• Goals / learning tasks• Bloom‘s taxonomy• Assessments based on criteria vs. on

norms • Complete exam questions• (Diagnostics according to Weinert)

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Learning biography

• Coming to terms with one‘s own past is important

• What memories do you have of your exams / marks?

• Marks = „wages“ of students…

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retrospectionGymnasium 1972 • A modern teacher explains his way of grading / marks • Correction per class (set of students being taught as a group)• points -> tally sheet • Where is mark 4?

– Gauss is stipulated– Average shall be 4.5– Standard deviation was not mentioned (?) – Measure usually linear, maybe a bit flatter at low end

• „Marks are unimportant as long as sufficient.“• My impression then: positive, transparent• Now: partially unfair, very competitive class• = based on NORM

• What can be done in a better way?

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Taxonomie Bloom

BEISPIELE Textverarbeitung (Word)

K1 Wissen Welches ist der Shortcut für Speichern?

K2 Verstehen Welchen Zweck haben Shortcuts?

K3 Anwenden Finde mit Word heraus, welches der Shortcut für die „Hilfe“ ist!

K4 Analysieren Weshalb sind solide Fertigkeiten im Tastaturschreiben für die Textverarbeitung nach wie vor wichtig?

K5 Synthetisieren Entwerfe ein Bewerbungsschreiben für einen Ferien-Job!

K6 Beurteilen Vergleiche Textverarbeitung mit Word mit Star-Office?

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Taxonomie Bloom (Lernziele / P-Aufgaben) Quelle: U.a. Metzger SG

Anteile IST SOLL

K1 Wissen Ca. 75%

K2 Verstehen

K3 Anwenden

K4 Analysieren

K5 Synthetisieren

K6 Beurteilen

Summe 100% 100%

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There is an alternative

• assess performance … – according to criteria a priori

OR– according to the results a posteriori?

• Why? Law of (big) numbers – small sample

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Based on norms vs. criteriaNorms criteria

Test objectPrüfobjekt

Computation of marksBerechnung der Noten

Reference valueBezugsgrösse

Temporal validityZeitliche Gültigkeit

Choice of exam questionsAuswahl der Prüfungsfragen

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Basis on norms vs. criterianorms criteria

Test objectPrüfobjekt

subjects taught learning goals

Computation of marksBerechnung der Noten

a posteriori distribution is known

a priori according to taxed learning goals, the real distribution is not known

Reference valueBezugsgrösse

a certain school class ideal / typical student

Temporal validityZeitliche Gültigkeit

limited durable

Choice of exam questionsAuswahl der Prüfungsfragen

estimation of the teacher derived from the learning goals

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effects norm orientation

• strong – weak classes/years• strong– weak individuals • motivation of students• satisfaction of students• chances in life / selektion? • Friend at ETH / Absolvent Eliteschule

Paris: „I don‘t expect justice…“

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Complete exam question (written)

1. introduction

2. enunciate the question precisely

3. formal structure of answer

4. measure / scale

5. Write down typical good / bad answers

6. Taxation

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Hints for oral exams

Written exams are more objective than oral exams

1. Prepare oral questions by writing them down.

2. Let the testee draw the exam questions.

3. Let the testee choose the order of the questions.

4. Maybe adjust error of assessment (f.e. good testee after bad etc.).

5. Examinator / co-examinator write down the marks independently.

6. Don‘t look at earlier grades.

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Diagnostics (source: Franz Weinert)

• Continuous evaluation of … – Progress / problems of individual students– Level of difficulty of learning tasks

• --> control of didactical action based on diagnostic knowledge

• Ex: Ask the teacher about the results of his exam tasks (before the exam): What will be the outcome of individual students?

• Heterogenous results…

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Questions