www.spaed.ewf.uni-erlangen.de

Impact of feedback information within multi-level structured school systems

Harm Kuper, Uwe Maier, Annette Frühwacht, Barbara Muslic, Carolin Ramsteck, Tanja Graf

Research Consortium

The realization of test-based school reforms in the multi-level German school system

Qualitative case study 5/2010 – 5/2013

Focus on use of standardized test results (VERA 8) and on feedback at different levels

2

Partners Friedrich-Alexander-Universität Erlangen-Nürnberg | Prof. Dr. Uwe Maier

Freie Universität Berlin | Prof. Dr. Harm Kuper

Financier Federal Ministry of Education and Research

Research Design

Involved Federal states Berlin, Brandenburg, Baden-Wurttemberg and Thuringia

School system levels School administration, head of school, department chiefs, teachers

Design First inquiry 3rd quarter 2010 Second inquiry 3rd quarter 2011 (longitudinal and extension of sample)

Data collection Semi-structured interviews (duration approx. 35min each)

Data analysis Qualitative Content Analysis according to Mayring (2010)Case studies

Quality assurance Consensual validation and Intercoder-reliability

Impact of test-based school reforms A qualitative interview study in Thuringia and Baden-Wurttemberg, Germany

Carolin Ramsteck, Annette Frühwacht

Reception of feedback information within multi-level structured school systems

Tanja Graf, Barbara Muslic

4

Introductory Remarks on German educational policy

- Educational policy in the responsibility of every federal state

- Standing conference of state ministers of education and culture (KMK)

- Horizontal and vertical differentiation of school types

5

Aims of mandatory testing systems in Germany (Vergleichsarbeiten – VERA)

- Quality assurance

- Quality improvement

- Accountability

- Test-based school improvement•Individual diagnosis (pupil level)

•Improvement at classroom level (department level, teacher level)

•School improvement, self evaluation (school level)

6