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Originalarbeit

Kompetenztestung bei Grundschulkindern

Differenzielle Effekte unterschiedlicher Testbedingungen

Published Online:May 31, 2018https://doi.org/10.1026/0049-8637/a000183

Abstract

Zusammenfassung. Die vorliegende Studie ging der Frage nach, ob die Validität eines sprachlich vorgegebenen Wissenstests für Grundschülerinnen und Grundschüler durch bestimmte Administrationsbedingungen gesteigert werden kann. In der Studie bearbeiteten 319 Drittklässlerinnen und Drittklässler im Klassenkontext einen inhaltlichen Test zum metakognitiven Wissen über Lernstrategien, der in zwei Varianten (Zuhören vs. Zuhören und Mitlesen) vorgegeben wurde. Darüber hinaus wurde ein Wortschatztest eingesetzt und der familiäre Sprachhintergrund der Kinder erhoben. Als wichtigsten Befund ergab eine Mehrebenenanalyse eine signifikante Interaktion von Testbedingung und den sprachlichen Kompetenzen: Kinder mit vergleichsweise geringem Wortschatz erzielten in der Zuhören-und-Mitlesen-Bedingung höhere Werte in einem Test zum metakognitiven Wissen als in der Zuhören-Bedingung, wohingegen sich bei Kindern mit größerem Wortschatz kein Unterschied zwischen den Testbedingungen ergab. Ein entsprechendes Befundmuster zeigte sich, wenn anstatt des Wortschatzes der Sprachhintergrund berücksichtigt wurde. Somit sprechen die Ergebnisse dafür, dass Kinder mit geringeren Sprachkompetenzen von der Möglichkeit profitieren, die Aufgabentexte mitzulesen. Folglich erhöht die Zuhören-und-Mitlesen-Bedingung die Validität der Testung, was mit Blick auf die theoretischen und diagnostischen Implikationen diskutiert wird.


Competence Testing in Primary School Children: Differential Effects of Different Test Administration Modes

Abstract. The present study investigated whether the validity of a verbally presented knowledge test for primary school children can be increased by the mode of test administration. In this study, 319 third-graders were given a test concerning metacognitive knowledge about learning strategies, which was presented in a classroom context in two different versions (listening and reading-while-listening). In addition, a vocabulary test was administered and children’s family language background was assessed. As a main result, a multilevel analysis revealed a significant interaction between administration mode and language competencies: Children with comparatively reduced vocabulary attained higher scores in the metacognitive knowledge test in the reading-while-listening condition compared with the listening condition. By contrast, there was no effect of test administration mode for children with more advanced vocabulary. Corresponding results were found when children’s language background instead of vocabulary was taken into account. Thus, the results suggest that children with lower language competencies benefit from the possibility to read the task-related texts while listening. Hence, the reading-while-listening condition increases the validity of testing. The findings are discussed in terms of their theoretical and diagnostic implications.

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