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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
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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
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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
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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)
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