Highly Informative and Competence-Oriented Feedback for Digital Learning (HIKOF-DL)

HIKOF-DL aims at supporting universities and companies to exploit the full potential of the rapidly growing data sets from online teaching due to the COVID-19 pandemic by means of Artificial Intelligence (AI) to analyze and transform it into highly informative and competence-oriented feedback for students. For this purpose, well established open source software solutions from the international learning analytics community as well as the KAT-HS assessment software developed in the KAT-HS project (funded by the BMBF) will be further developed into an open source tool for highly informative and competence-oriented formative as well as summative feedback. The feedback system will be implemented at Goethe University and evaluated in one of the university's largest lectures with about 1000 students. The project is carried out in cooperation with the Leibniz Institute for Research and Information in Education and "studiumdigitale". The project is funded by the Distr@l funding program of the Government of the Federal State of Hessen.

Project lead: Andreas Frey

Project assistant from our work unit: Aron Fink

Duration: May 2021 – 2024

Cooperating Partners:
Prof. Dr. Hendrik Drachsler, Leibniz Institute for Research and Information in Education
Prof. Dr. Alexander Tillmann, Goethe University Frankfurt

   
     

Identifying and reducing Corona-related educational disadvantages (CoBi)

The CoBi project (identifying and reducing Corona-related educational disadvantages) aims to identify pupils who are notably affected in their learning by school closures and wants to provide them with psychological counselling. This is realized through the “MainKind” consultancy. In addition to learning problems, the social-emotional stress is also examined.

Guided interviews with the help of school psychologists point out which groups of pupils are particularly at risk and where their problems are.

Based on this, a computer-based online screening tool for the identification of these notably pupils at risk is arranged. This is used to determine whether a learner is at risk of failing to complete school and which problem area is dealt with.

The results of the screening are then used to help pupils at risk to learn more effectively using their individual resources as part of an individual psychological counselling service.

The CoBi support system – consisting of an online screening tool and individual psychological counselling – is evaluated based on an experimental approach. Provided that it is effective, an explicit objective of the project is to widely spread the support system so that as many young people as possible can effectively be supported.

The project is supported by the “Competence Center School Psychology Hessen”.

Project lead: Andreas Frey, Thomas Dreisörner, Christoph König

Project assistant from our work unit: Marion Schneckenbühl

The project is promoted by the Beisheim Foundation and the Goethe Corona Fund.


Progress in Reading Literacy Study 2021 (PIRLS/IGLU)

The Progress in Reading Literacy Study (German: Internationale Grundschul-Lese-Untersuchung [IGLU]) 2021 provides internationally comparative data on how well children read by assessing students’ reading achievement at the fourth grade. In Germany, approximately 4,000 students, their parents, teachers, and school principals provide considerable background information on how the German education system provides educational opportunities to their students, as well as the factors that influence how students use these opportunities. PIRLS has been a central element of the German national educational monitoring since 2001; PIRLS 2021 will be the fifth cycle in the PIRLS framework. Its focus is on reading achievement and its relationship with characteristics of the students (e.g., motivation to read), their instruction (e.g., instructional strategies for reading), their schools (e.g., school climate and resources), and their families (e.g., the home environment for reading). Trend results across assessments permit countries to monitor the effectiveness of their educational systems in a global context.  

In Germany, the Progress in Reading Literacy Study will be conducted in a consortium of a number of researchers from different scientific disciplines (Educational Science, Psychology, Didactics). The focus is on an interdisciplinary approach in close cooperation with international partners. The national scientific consortium consists of Prof. Dr. Nele McElvany (Institute for Research on School Development, TU Dortmund) as National Research Coordinator, Prof. Dr. Andreas Frey, Prof. Dr. Frank Goldhammer, Prof. Dr. Anita Schilcher, and Prof. Dr. Tobias Stubbe. 

Cooperating Partners:

Prof. Dr. Nele McElvany, TU Dortmund

Dr. Franziska Schwabe, TU Dortmund

Prof. Dr. Frank Goldhammer, DIPF Frankfurt (Main)

Prof. Dr. Anita Schilcher, University of Regensburg

Prof. Dr. Tobias Stubbe, Georg August University Göttingen

Duration: March 2019 – March 2023

Further information is available here.

   
     

Outcome-Indicator-Test for Education for Sustainable Development

Outcome-Indicator-Test for Education for Sustainable Development (OIT-BNE)

 

The OIT-BNE (Outcome-Indicator-Test for Education for Sustainable Development) project aims to achieve a cross-disciplinary modelling of competencies which will evaluate the results of Education for Sustainable Development (ESD)-methods on an empirical basis. The question concerning the effects on learners which are mirrored in their competencies will be explored. This research project's goal is to develop an ESD-Outcome-Indicator-Set - firstly applicable to the school environment - which can be used to assess the success of competence-building.

The project is being worked on at various locations: Otto von Guericke University Magdeburg, Ludwigsburg University of Education and Ackerdemia e.V. (Berlin). AF supports the project as a partner. As a partner, the work unit Educational Psychology with focus on Counselling, Measurement, and Evaluation from the Goethe University Frankfurt supports the project team with data analyses, providing expertise for the development of an adaptive test, adapting adaptive test software of our department to the project context and integrating the continuous calibration strategy proposed by Fink, Born, Spoden and Frey (2018).

 

Project lead: Andreas Frey

Project assistants from our work unit: Patrick Naumann and Aron Fink

 

For further information please visit this information page from the University Magdeburg or the homepage of the OIT-BNE project.