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Originalarbeit

Der Transfer von formativem Assessment in den Leseunterricht der Grundschule

Die vermittelnde Rolle von Akzeptanz, Machbarkeit und Kooperation

Published Online:July 09, 2020https://doi.org/10.1024/1010-0652/a000279

Abstract

Zusammenfassung. Diese längsschnittliche Studie untersucht die Effekte dreier Transferkonzepte auf die Nutzung formativen Assessments im Leseunterricht der Grundschule. Hierbei wird die vermittelnde Rolle der Akzeptanz und der wahrgenommenen Machbarkeit (gegenüber den bereitgestellten Feedback- und Diagnostikmaterialien) sowie der Kooperation im Kollegium analysiert. Während in der Kontrollgruppe (KG; n = 14) den Lehrkräften ein umfassendes Materialpaket zur Verfügung gestellt wurde, fanden in der ersten Experimentalgruppe (EG I; n = 29) zusätzlich drei begleitende Fortbildungen statt. In der zweiten Experimentalgruppe (EG II; n = 30) wurden darüber hinaus schulinterne Maßnahmen über einen Multiplikatoren-Ansatz umgesetzt. Die pfadanalytische Auswertung der Befragungsdaten zeigt, dass sich im Vergleich zur KG die zusätzliche Teilnahme an den Fortbildungen (EG I) förderlich auf die Materialnutzung auswirken kann (β = .75, p < .05; f² = .059), während sich kein positiver Effekt für die ergänzende Umsetzung schulinterner Maßnahmen (EG II) findet. Die wahrgenommene Machbarkeit (β = .30, p < .05, = .019) bezüglich der Materialien, insbesondere aber die Kooperation im Kollegium (β = .31 – .37, p < .05, Ũ = .020 – .028) haben eine zentrale vermittelnde Funktion für den Transfererfolg.


Transfer of formative assessment in primary school reading lessons – the mediating role of acceptability, feasibility and cooperation

Abstract. This longitudinal study investigates the effects of three transfer concepts on the use of formative assessment in primary school reading lessons. Here, the mediating role of acceptability and perceived feasibility (of the feedback and diagnostic materials) as well as cooperation between teachers is analyzed. In the control group (CG, n = 14) teachers were provided with a comprehensive package of worked-out materials. In the first experimental group (EG I, n = 29) three supplementary training courses were conducted. In the second experimental group (EG II, n = 30), in addition, school-internal measures were implemented via a multiplier approach. Results of path analyses of survey data show that, in comparison to the CG, the additional participation in the training courses (EG I) can foster the use of materials (β = .75, p < .05; f² = .059), while there is no positive effect of the supplementary implementation of school-internal measures (EG II). Perceived feasibility (β = .30, p < .05, = .019) and especially cooperation (β = .31 – .37, p < .05, Ũ = .020 – .028) have a central mediating role for the success of transfer.

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