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Model based assessment of learning dependent change within a two semester class

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Abstract

The following empirical study examines the acquisition of expertise. The model structures in the domain of empirical methodologies were examined in a time period of two semesters. At each measurement point (N = 5), the model structures of the reference groups were compared with those of the group of learners. The group of learners consisted of (N = 31) students who did not have any experience with research methods and their theoretical foundations. The results indicate that the external criteria enabled a precise assessment of learning dependent model change.

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Acknowledgment

An earlier version of this paper was presented at the CELDA 2008 meeting in Freiburg, Germany and published in the CELDA 2008. Proceeding edited by Kinshuk, D. G. Sampson, J. M. Spector, P. Isasías, & D. Ifenthaler.

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Authors and Affiliations

  1. Department of Educational Science, University of Jena, Am Planetarium 4, 07743, Jena, Germany

    Nadine Schlomske

  2. Department of Educational Science, University of Freiburg, Rempartstraße 11, 79098, Freiburg, Germany

    Pablo Pirnay-Dummer

Authors
  1. Nadine Schlomske
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  2. Pablo Pirnay-Dummer
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Corresponding author

Correspondence to Nadine Schlomske.

Appendix

Appendix

Homogeneity in the reference model of the novices

The number of compared single ratings for the novices is n = 3518 (Tables 5 and 6).

Table 5 Description of the measures
Full size table
Table 6 ANOVA
Full size table

  • The group produced sufficiently homogeneous ratings. A model derived from the closeness rating (and combinations with it) can be interpreted as a model of the group.

  • The group produced sufficiently homogeneous ratings. A model derived from the contrast rating (and combinations with it) can be interpreted as a model of the group.

  • The group produced sufficiently homogeneous ratings. A model derived from the combined measure (and combinations with it) can be interpreted as a model of the group.

  • The group produced sufficiently homogeneous ratings. A model weighted by the confidence rating can be interpreted as a model of the group.

The derivation within the ratings of the novices is small enough to interpret their model using all ratings and combinations thereof. We can understand their model to be a consensus model.

Homogeneity in the reference model of the advanced learners

The number of compared single ratings for the advanced learners is n = 4208 (Tables 7 and 8).

Table 7 Descriptions of the measures
Full size table
Table 8 ANOVA
Full size table

  • The group produced sufficiently homogeneous ratings. A model derived from the closeness rating (and combinations with it) can be interpreted as a model of the group.

  • The group produced sufficiently homogeneous ratings. A model derived from the contrast rating (and combinations with it) can be interpreted as a model of the group.

  • The group produced sufficiently homogeneous ratings. A model derived from the combined measure (and combinations with it) can be interpreted as a model of the group.

  • The group produced sufficiently homogeneous ratings. A model weighted by the confidence rating can be interpreted as a model of the group.

The derivation within the ratings of the novices is small enough to interpret their model using all ratings.

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Schlomske, N., Pirnay-Dummer, P. Model based assessment of learning dependent change within a two semester class. Education Tech Research Dev 57, 753–765 (2009). https://doi.org/10.1007/s11423-009-9125-x

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