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Module Approach to Self-Evaluation of School Development Projects
© 2000 University Salzburg Riffert&Paschon
• Module Approach (Module pool – Items/Statements - Scales – Questionnaire)
• Self-Evaluation (Motivation, STP (Students/Teachers/Parents) Consensus)
• School Development (Individuality/Schoolspecificity)
• Multiperspectivity (Students, Teachers, Parents – School Partnership)• Anonymity (Individual Persons, Single Schools)• Full Data Collection (Everybody gets the Oportunity to Contribute)• Analysis of Discrepances (Is[fact]-Ought[ideal]-Comparison, Strengths-
Weaknesses-Profile)• Aims (Definitions and Evaluation of Achievement (Interventions))• Quantitative & Qualitative Aspects (‚Empirical‘ Facts)• Cross Section Analysis (Flashlight Perspective)• Longitudinal Analysis (Measurement of Changes)• Comparison between Schools (System Level)• Expert Knowledge (University – School - Family)
MODUL POOL
– Overlaping Moduls: Students-Teachers-Parents
– Single Items up to Inventories and Complete Scales
– Specific Modules
• Level Specific Moduls (5. & 12/13. Grade)
• Students (for instance: Class Climate, …)
• Theachers (for instance: Curriculum, Advanced Training, …)
• Parents (for instance: Parents Organisation, P-P-Contact, …)
• Headmaster (for instance: Leadership, …)
• Graduates (School Leavers) (Retrospective Evaluation)
– Development of School Specific Items (Moduls)
Group of persons
Module topictheory
Instrument for data collection
Dimensios of the MSS-Analysis-Cube
Students
Headmasters
Internat. Comparisons of Achievements
Aggres-sions
Feedback Leader-ship
Goals of Education
Interview
Questionnaire
Test
Discussion
Observation
.
.
.
. . .
Former Students
Parents
MSS-Module Cube
Teachers
Internat..Comp. of Achieve-ments
TeachersParents
Informa-tion Flow
Head Master
Visions
Feedback on Teaching
Questionnaire
Parents
Goals of Education
Questionnaire
1
2
3
5
47
6
Teachers
Teachers
Students
Questionnaire
Test
Interview
Interview
Discussion
Goals of Education
Goals of Education
Selection of Module Cubes
1.
First Contact
2.Module Selection/Pool 3.
QuestionnaireStudent, Teachers, Parents, Head Master, ...
4.
Data Collection
5.
Statistical Analysis &
Interpretation
6.
Results(Presentation) 7.
Discussion
8.
InterventionImplementation
9.
Measurement of Changes
© 2000
Desiderata of Research (Bunge 1967)
• SCIENCE• true• new• deep/comprehensive• rich (many
parameters)• bold• precise
• TECHNOLOGY• reliable• useful• efficient• secure• confirmed• utility-cost-relation• cost reducing
STP-Selection of Modules Students Teachers Parents Summs S1 S2 S3 S4 S L E S L E S L E
1 Social.statical Information 2 Working place (school as …) 1 1 2 4 1 3 2 1 2 7 6 4 Class Room 2 2 7 3 2 3 14 2 3 6 Gym 5 6 7 4 22 0 0
18 Computer Room 4 5 6 5 1 1 1 20 1 2 20 Sponsoring 2 2 3 4 1 4 2 1 11 1 7 21 School journal 3 3 4 2 2 3 1 12 2 4 25 „Smoker corner“ 3 3 8 6 2 1 20 0 3 27 School order 1 2 1 1 4 2 2 1 1 5 8 2 28 Transparency of decisions 2 5 4 1 1 5 0 11 7 29 Self-Efficacy 3 4 5 5 2 2 2 3 2 3 17 6 8 30 School events 1 5 4 3 1 2 3 1 3 13 6 4 32 Teaching Materials (Books, PCs, …) 1 1 1 4 1 3 2 1 8 34 Time table 3 2 2 1 1 1 1 1 2 2 8 3 5 36 School Democracy 1 2 3 1 1 1 1 6 2 45 Equality & Discrimination 1 2 3 1 3 4 2 3 6 4 9 46 Class Mates/Class Climate 4 5 5 5 7 4 1 6 1 2 19 12 9 47 Motivation 6 3 5 7 9 7 6 1 3 14 23 10 54 Parental involvment in school 1 1 2 5 4 2 7 4 59 Teacher-Teacher-Interaction 2 1 3 2 5 2 2 4 9 61 Climate in school 1 1 3 4 9 4 2 4 5 17 6 62 Class teacher 1 4 3 3 1 1 1 10 2 65 Headmaster 1 3 2 2 2 2 1 6 6 1 67 Students-Teachers-Interaction 1 2 3 1 1 4 2 1 3 5 7 70 Teachers-Parentes-Interaction 3 4 2 3 0 7 5 75 New Subjects 6 4 5 3 1 0 2 18 3 0 78 Disciplin 1 1 6 7 7 1 2 20 1 80 Quality of Instruction 1 2 2 4 2 4 4 3 3 8 11 91 Difficulties in the new school (1.year) 4 1 2 1 1 0 7 2
101 Aggression 3 3 4 7 4 3 5 3 4 10 14 12 102 Fear/Anxiety 1 1 1 1 7 4 4 5 1 3 4 15 9 103 Home Work – general (F) 2 1 1 2 4 2 2 2 2 6 8 4 105 Evaluation of Achievement – general (F) 4 13 4 1 3 1 1 21 1 5 107 Contentment - Eder (F) 1 2 3 4 3 1 1 3 10 2 111 Ressources 1 1 2 3 1 2 6 0 114 Strengths and Weaknesses of this School 3 1 4 6 4 2 3 4 4 14 9
123 Feed-Back for Teachers (all students to all teachers on all subjects) 2 3 3 2 3 1 1 2 10 3 4
Etc.
Instrument Development: Constructing a School Specific Questionnaire
Preparatory work at the University– Overview of available modules– Collecting questions/catchwords– Protocols about the results of Students/Teachers/Parents-
meetings
Maximum version including all selected modules Reducing the modules at the university (suggestion) Extention to the school (commentaries/reductions) Revision according to the wishes of the „school“ Involvment of the school`s „development group“ „Ping-Pong-game“ until the final „optimum“ is reached Final decision concerning the optimal MSS-version Print of the questionnaire (usually: Students/Teachers/Parents
each 4 pages) Data collection at the school
MSS-Data Feedback
2. Time in School: Result Presentation
• Verbal Presentation in all three groups (STP) • Diagrams on CD-Rom• Final Report written feed back • „Open“ Answers lists (in the appendix)• Basic Data Report answers to all
questions• Detailed-Comparisons tabels (in appendix)
MSS MSS-No.: Firstname of Mother
Type: S-GR12 Your Date of Birth
Schoolcode: 8 0 7 Firstname of Father S Class (z.B. 5a, 7b):
Für die Auswertung wird für jede Person eine eigene stabile Buchstabenkombination benötigt, um Ver-änderungen messen zu können. Bitte jeweils die 3 ersten Buchstaben angeben – wir geben diese Info an niemanden weiter! Bitte Deinen Code ausfüllen: Your Year of Birth 1 9
How do you evaluate the following statements? Y our oppinion is important! Please express the degree of consent or rejectiont by checking off!
stimmt genau
stimmt nicht
Coding Help
If I have learning problems I get help from my class mates. O O O O O S046_001
The Relation among the class mates in our class is very good. O O O O O S046_002
Sometimes I am affraid that class mates might laugh at me. O O O O O S046_015
Often I feel like an outsider in my classes. O O O O O S046_020
I have to cheat in order to be able to pass the tests and examinations. O O O O O S105_006
The achievement standards in our school are very high in most subjects. O O O O O S105_011
There are many conflicts in our classes. O O O O O S101_112
Our headmaster is competent. O O O O O S065_050
Most terachers treat the students respectful. O O O O O S067_101
Remarks on „new school rules“: S027_901
Remarks on „confidential teacher“ S130_901
Example I: MSS – Data Feedback
MSS MSS-Databasis: n=687 CHRISTIAN-DOPPLER-GYMNASIUM SALZBURG
Typ: SGR12
Schoolcode: 8 0 7 S Date of Collection: 2001/4
687 student questionnaires (of 746) were filled in; i.e. 92%. Distribution among the classes: 1.cl (119), 2.cl (134), 3.cl (121), 4.cl (92), 5.cl (55), 6.cl (61), 7. cl (52), 8.cl (53). Note: Valid-percents are given for each statement and category. The numbers highlighted grey are the modal values. In the right row the mean values are presented.
How do you evaluate the following statements? Y our oppinion is important! Please express the degree of consent or rejectiont by checking off!
I agree I disagree
If I have learning problems I get help from my class mates. 33 29 22 10 7 2,29
The „fellow feeling“ inour class is very good. 21 35 29 8 7 2,45
Sometimes I am affraid that class mates might laugh at me. 8 10 14 18 51 3,93
I often feel like an outsider in my classes. 3 6 9 17 65 4,35
I have to cheat often in order to be able to pass the tests and examinations. 4 4 6 17 68 4,42
The (achievement) standards in our school are very high in most subjects. 15 14 29 25 17 3,16
There are many conflicts in our classes. 12 17 22 30 19 3,27
Our headmaster is competent. 11 10 23 20 35 3,58
Most terachers treat the students respectful. 39 34 17 7 3 2,03
Remarks on „new school rules“: 38% for the answers see appendix S027_901
Remarks on „confidential teacher”: 44% for the answers see S130_901
mean valuesmean values
modal valuesmodal values
general informationgeneral information
amount of answers to open questions
amount of answers to open questions in percent in percent
valid valid percentagespercentages
Example II: MSS-Online – Data Feedback (Final Data Report)
45
000
55
0
10
20
30
40
50
60
70
80
90
100
stimmt genau stimmt eher weder noch stimmt eher nicht stimmt nicht
SchülerInnen
10
3040
25
50
10
20
30
40
50
60
70
80
90
100
stimmt genau stimmt eher weder noch stimmt eher nicht stimmt nicht
SchülerInnen
1550
20
60
0
10
20
30
40
50
60
70
80
90
100
stimmt genau stimmt eher weder noch stimmt eher nicht stimmt nicht
SchülerInnen
1520
20
60
0
10
20
30
40
50
60
70
80
90
100
stimmt genau stimmt eher weder noch stimmt eher nicht stimmt nicht
stimmt genaustimmt eherweder nochstimmt eher nichtstimmt nicht
Example III: MSS – Data Feedback (Graphics)
School 851
My
Class
Percentage (%) of approval Minimum Average Maximum %
STUDENTS: I am content with my class teacher. 35 75 100 82
STUDENTS: I have confidence in my class teacher. 19 72 100 65
STUDENTS: Unser Klassenvorstand setzt sich für uns ein. 48 75 100 88
PARENTS: My child s̀ class teacher often gives informations too late to the students.. 0 8 16 10
PARENTS: I am content with my child s̀ class teacher. 54 88 100 95
Example for Class-Teacher Feedback
TEACHER X… 2b 4a 4b 6a 7a 8b mean Comp. 2a 5a 7c mean Comp.
...can explain very well 57% 74% 46% 91% 67% 58% 66% 80% 29% 76% 57% 54% 40%
...puts me under pressure 20% 7% 23% 14% 11% 14% 15% 25% 0% 0% 3% 1% 30%
...teaches lively 58% 56% 32% 59% 57% 58% 53% 40% 13% 61% 67% 47% 40%
...offers projects for applying the subject matters 57% 59% 50% 55% 63% 42% 54% 70% 29% 66% 63% 53% 27%
...is unfair 5% 4% 32% 0% 27% 17% 14% 43% 17% 4% 7% 9% 80%
...gives stiff exams 15% 30% 50% 9% 7% 26% 23% 80% 13% 4% 33% 16% 42%
...is well prepared most of the time 60% 59% 42% 50% 47% 29% 48% 40% 13% 57% 50% 40% 50%
...is very competent in his subject 40% 56% 50% 50% 60% 48% 51% 30% 9% 39% 83% 44% 25%
...thinks his subject is the most important 11% 8% 32% 23% 27% 26% 21% 40% 27% 0% 3% 10% 24%
…can motivate me to do additinal work in this domain 0% 0% 23% 5% 10% 30% 11% 20% 9% 0% 4% 4% 10%
...is fair 39% 42% 17% 41% 37% 20% 33% 50% 18% 41% 55% 38% 70%
...has problems to teach his subject matters 11% 4% 4% 9% 10% 29% 11% 40% 18% 0% 45% 21% 20%
...interests me by his teaching 42% 50% 32% 45% 40% 35% 41% 25% 9% 57% 28% 31% 30%
...is boring 16% 23% 12% 9% 30% 26% 19% 25% 0% 18% 17% 12% 26%
teacher`s name
teacher`s name
evaluation statements
evaluation statements
classes
classes
mean about all c
lasses
mean about all c
lasses
mean about all t
eachers
mean about all t
eachers
subject I
subject I
susubject II
bject II
Example IV: MSS – Data Feedback (Teacher Individual Feedback)
Information
7981
62
2 519
0
10
20
30
40
50
60
70
80
90
100
always/often
good inormed
never/rarely
good informed
Students Parents Teachers
New Subjects
78
55
79 8176
71
84
65
98
83
0
10
20
30
40
50
60
70
80
90
100
Civic Education
Experimenting (Science)Italian
FrenchMultimedia
Parents Students
Strenghths of this School ...
... parents:
• Low number of students per class (39)
• Subjects that can be choosen freely (13)
• Cooperation (T,P,S) (6)
• etc.
... teachers:
• Low number of students per class (13)
• Teachers (5)
• Equipment (3)
• Rural surrounding (3)
Aims of Education (Students)
Please rate… IS In our school it is a fact
that...
OUGHT In our scholl it schould be so
that ...
Percentage (valid%) Stimmt genau
stimmt nicht
Ø
stimmt genau
stimmt nicht
Ø
1 scial cometences are trained. 18 25 36 12 9 2,71 57 26 13 2 1 1,64
2 creative potentials are cultivated. 16 30 35 11 7 2,64 57 27 12 2 1 1,63
3 the will for achievement is promoted. 26 33 25 10 6 2,36 59 27 10 2 1 1,58
4 ethical attitudes can be acquired. 19 27 35 13 7 2,62 50 25 19 2 4 1,84
5 logical thinking is promoted. 31 32 27 7 4 2,21 64 24 10 1 1 1,50
6 human condact is practized. 17 31 33 12 7 2,62 65 22 10 2 1 1,53
7 factual knowledge is taught. 44 33 19 3 1 1,83 68 24 8 0 0 1,42
8 technical understanding is promoted. 14 18 29 22 17 3,09 40 23 20 9 7 2,19
9 democratical attitudes in school life are promoted. 21 27 28 13 10 2,65 56 25 14 2 2 1,70
10 scientific experimenting is encouraged. 16 28 33 14 9 2,72 42 29 19 5 5 2,01
11 joy of bodily activities can be experienced. 22 28 25 16 10 2,63 61 23 11 3 3 1,65
12 Insights into political connectionsis promoted. 8 18 26 25 22 3,36 35 25 19 9 13 2,40
13 an exhaustive general education is given. 32 32 25 7 3 2,16 65 22 10 2 1 1,50
14 gelehrt wird, Zusammenhänge zu erfassen. 30 37 23 7 3 2,16 61 26 9 2 2 1,59
15 team work is exercised. 35 31 21 9 4 2,15 69 22 7 1 1 1,44
16 traditionall gender role stereotyps are critically reflected. 34 27 25 9 6 2,24 60 18 14 2 6 1,76
17 peace education takes place. 23 34 29 9 4 2,38 56 27 14 2 0 1,63
18 It is taught how to learn. 27 22 23 15 14 2,68 67 22 7 2 2 1,49
19 ein Bewußtsein staatsbürgerlicher Rechte & Pflichten geweckt wird. 13 20 32 18 17 3,05 38 30 22 6 4 2,08
20 interdisciplinary connections are made explicit. 18 32 29 14 7 2,62 47 33 16 3 2 1,81
21 assertivity is trained. 21 25 29 14 11 2,68 63 22 11 2 1 1,56
22 sensitivity towards nature is promoted. 28 22 24 14 11 2,57 53 24 15 5 4 1,84
23 the importance of the mass media is made explicit. 24 27 24 15 11 2,61 47 27 17 5 4 1,92
24 students are motivated to act in civil disobidience if necessary. 20 25 30 14 11 2,69 49 30 15 3 2 1,78
25 religious attitudes are promoted. 23 20 25 16 16 2,80 23 18 21 15 23 2,96
26 self-disciplin is trained. 23 32 30 10 4 2,41 31 28 26 9 6 2,33
27 competences on compouters are taught. 22 19 23 17 19 2,90 68 19 9 3 2 1,53
28 enjoyment of great art is stirred/deepend. 28 26 27 12 7 2,45 46 29 14 6 5 1,94
29 the abilities to work at a university are taught. 22 28 29 11 10 2,60 60 22 14 2 2 1,64
Please rank those three educational aims which are most important for you! (Simply fill in the number of the educational aim!)
IS (already realzed)
OUGHT (to be realized)
A 1: Nr.: 7 (30,6%) Nr.: 27 (28,2%)
B 2: Nr.: 13 (19,9%) Nr.: 13 (21,7%)
C 3: Nr.: 5 (17,7%) Nr.: 29/7 (19,1%)
AIMS OF EDUCATION10-14yrs 15-18yrs Teachers Parents 10-14yrs 15-18.yrsTeachers ParentsMittelw ert Rang Mittelw ert Rang Mittelw ert Rang Mittelw ert Rang Mittelw ert Rang Mittelw ert Rang Mittelw ert Rang Mittelw ert Rang
1 scial cometences are trained. 2,58 23 2,95 17 2,26 6 2,60 12 1,64 16 1,63 11 1,40 4 1,49 9
2 creative potentials are cultivated. 2,48 17 2,93 16 2,59 13 2,66 18 1,61 13 1,66 12 1,55 9 1,52 10
3 the will for achievement is promoted. 2,38 12 2,31 3 2,39 8 2,23 4 1,50 6 1,71 13 1,54 7 1,64 17
4 ethical attitudes can be acquired. 2,48 18 2,88 15 2,78 19 2,68 19 1,76 18 1,97 22 1,76 19 1,69 20
5 logical thinking is promoted. 2,12 5 2,38 4 2,17 4 2,33 7 1,49 5 1,53 8 1,61 12 1,42 6
6 human condact is practized. 2,49 19 2,85 14 2,22 5 2,50 10 1,54 9 1,50 5 1,34 2 1,31 2
7 factual knowledge is taught. 1,91 1 1,69 1 1,83 1 1,57 1 1,44 2 1,38 2 1,70 16 1,44 8
8 technical understanding is promoted. 2,92 28 3,41 25 3,36 29 2,97 26 2,01 26 2,49 27 2,67 28 2,26 28
9 democratical attitudes in school life are promoted. 2,57 21 2,78 12 2,41 11 2,48 9 1,60 12 1,86 17 1,54 8 1,58 15
10 scientific experimenting is encouraged. 2,58 24 2,98 19 2,93 24 2,76 22 1,89 22 2,20 25 2,00 24 1,95 23
11 joy of bodily activities can be experienced. 2,40 13 3,06 21 2,39 9 2,61 14 1,50 7 1,89 19 1,78 20 1,65 18
12 Insights into political connectionsis promoted. 3,24 29 3,58 29 2,91 22 3,13 29 2,53 28 2,17 23 1,75 18 2,03 25
13 an exhaustive general education is given. 2,19 8 2,11 2 2,15 3 1,84 3 1,59 11 1,35 1 1,38 3 1,28 1
14 gelehrt wird, Zusammenhänge zu erfassen. 1,98 2 2,48 8 2,36 7 2,28 6 1,63 15 1,52 7 1,22 1 1,37 4
15 team work is exercised. 2,02 3 2,38 5 2,65 16 2,26 5 1,42 1 1,47 4 1,57 11 1,42 5
16traditionall gender role stereotyps are criticallyreflected. 2,13 6 2,47 7 2,73 17 2,73 20 1,67 17 1,91 21 1,80 22 2,06 26
17 peace education takes place. 2,19 7 2,72 11 2,54 12 2,47 8 1,55 10 1,76 14 1,68 15 1,58 14
18 It is taught how to learn. 2,36 11 3,27 23 2,91 23 2,98 27 1,47 3 1,51 6 1,49 6 1,34 3
19ein Bewußtsein staatsbürgerlicher Rechte & Pflichtengeweckt wird. 2,82 27 3,47 27 3,07 26 3,08 28 1,96 23 2,27 26 1,87 23 2,02 24
20 interdisciplinary connections are made explicit. 2,44 14 2,96 18 2,76 18 2,66 17 1,76 20 1,87 18 1,43 5 1,59 16
21 assertivity is trained. 2,45 15 3,10 22 2,80 21 2,74 21 1,52 8 1,63 10 2,00 25 1,65 19
22 sensitivity towards nature is promoted. 2,09 4 3,48 28 2,80 20 2,53 11 1,62 14 2,19 24 1,64 14 1,53 11
23 the importance of the mass media is made explicit. 2,57 22 2,69 10 2,62 15 2,64 16 1,97 25 1,84 16 1,74 17 1,72 21
24students are motivated to act in civil disobidience ifnecessary. 2,52 20 3,01 20 3,04 25 2,82 24 1,77 21 1,80 15 1,63 13 1,57 13
25 religious attitudes are promoted. 2,46 16 3,45 26 3,07 28 2,96 25 2,72 29 3,36 29 2,70 29 2,50 29
26 self-disciplin is trained. 2,27 9 2,66 9 3,07 27 2,60 13 2,07 27 2,74 28 2,28 27 2,06 27
27 competences on compouters are taught. 2,70 26 3,29 24 2,39 10 2,79 23 1,47 4 1,62 9 2,19 26 1,54 12
28 enjoyment of great art is stirred/deepend. 2,27 10 2,79 13 2,60 14 2,63 15 1,97 24 1,90 20 1,78 21 1,82 22
29 the abilities to work at a university are taught. 2,69 25 2,44 6 1,98 2 1,82 2 1,76 19 1,44 3 1,55 10 1,43 7
OUGHTIS
AIMS OF EDUCATION10-14yrs 15-18yrs TeachersParents
Diff. rank Diff. rank Diff. rank Diff. rank
1 scial cometences are trained. -0,94 4 -1,32 6 -0,85 17 -1,10 6
2 creative potentials are cultivated. -0,87 11 -1,27 8 -1,03 9 -1,14 5
3 the will for achievement is promoted. -0,89 10 -0,60 25 -0,85 18 -0,60 24
4 ethical attitudes can be acquired. -0,72 14 -0,90 19 -1,02 10 -0,99 12
5 logical thinking is promoted. -0,63 18 -0,85 21 -0,57 25 -0,91 15
6 human condact is practized. -0,95 3 -1,35 5 -0,88 14 -1,19 4
7 factual knowledge is taught. -0,47 23 -0,31 27 -0,13 29 -0,13 29
8 technical understanding is promoted. -0,91 7 -0,92 17 -0,70 23 -0,71 22
9 democratical attitudes in school life are promoted. -0,97 2 -0,93 16 -0,87 15 -0,89 18
10 scientific experimenting is encouraged. -0,69 16 -0,78 23 -0,93 11 -0,81 20
11 joy of bodily activities can be experienced. -0,90 8 -1,17 11 -0,61 24 -0,96 13
12 Insights into political connectionsis promoted. -0,70 15 -1,41 4 -1,16 5 -1,10 7
13 an exhaustive general education is given. -0,60 21 -0,76 24 -0,77 22 -0,56 25
14 gelehrt wird, Zusammenhänge zu erfassen. -0,35 26 -0,96 15 -1,14 7 -0,91 16
15 team work is exercised. -0,60 22 -0,92 18 -1,09 8 -0,85 19
16 traditionall gender role stereotyps are critically reflected.-0,45 25 -0,55 26 -0,93 12 -0,67 23
17 peace education takes place. -0,63 19 -0,97 14 -0,86 16 -0,90 17
18 It is taught how to learn. -0,89 9 -1,76 1 -1,42 1 -1,64 1
19 ein Bewußtsein staatsbürgerlicher Rechte & Pflichten geweckt wird.-0,86 12 -1,20 10 -1,20 4 -1,05 10
20 interdisciplinary connections are made explicit. -0,67 17 -1,09 12 -1,33 3 -1,07 9
21 assertivity is trained. -0,93 6 -1,47 3 -0,80 20 -1,09 8
22 sensitivity towards nature is promoted. -0,46 24 -1,29 7 -1,15 6 -1,00 11
23 the importance of the mass media is made explicit. -0,60 20 -0,85 22 -0,88 13 -0,92 14
24 students are motivated to act in civil disobidience if necessary.-0,75 13 -1,21 9 -1,41 2 -1,24 3
25 religious attitudes are promoted. 0,26 29 -0,08 28 -0,37 27 -0,46 27
26 self-disciplin is trained. -0,20 28 0,08 29 -0,79 21 -0,54 26
27 competences on compouters are taught. -1,22 1 -1,66 2 -0,20 28 -1,25 2
28 enjoyment of great art is stirred/deepend. -0,31 27 -0,90 20 -0,82 19 -0,81 21
29 the abilities to work at a university are taught. -0,93 5 -0,99 13 -0,42 26 -0,39 28
Analysis of Discrepances
Strategies• Do not try to work with all data at once• Find those aims which show a high homogenity between
the groups (STP)• Find out which goals are most important/most urgent• Dived the goals into long-term, middle-term and short
term goals• Form a few working groups (including memebrs of all
three groups STP), each only dealing with one topic at once
• How can the realization of the goals be examined? (Self-Evaluation)
Goal Evaluation Grid
Goal…… important for Students&Teachers/Parents
… mainly important for group…
Short-term: … …
Middle-term: … …
Long-term: … …
Realisization-Check (on all levels)
Degree of Obligation- Must (Obligation)- Ought (Option)- Allowed (Self-Obligation/Wish)
Degree of Motivation- Want (wilingness)
Kompetenzgrad- Can (potential)
Reality
Start level:-Old Aims-Ols Procedure(s)
Vision 1Single loop:- Old Aims- New Procedure(s)
Vision 2Double loop:- New Aim- New Procedure(s)
TEST1 OPERATION TEST2 EXIT
T O T E – Approach(Miller, Galanter & Pribram 1960)
1. What is the Problem? (Who defines the Problem, how?)
2. Positiv formulation of the Aim and Controlability?
3. How can be observed (by the participants) that the Aim is realized?
4. Situation of Realization (where? when? what? how long? ...)
5. Ecological Check (who is affectede & to what extent?)
6. Is additional Help necessary?
7. Are there any further Obstacles?
8. Distribution of Work/Responsibilities: Who does what, together with whom, when, where, how, until when...?
9. Implementation/Realization
EVALUATIONSSCHRITTE & PROBLEME Wer darf mitmachen? Wer darf mitentscheiden? Auf welcher Grundlage wird entschieden?
Art der Evaluation, Evaluationsinstrument
Festlegung der Evaluationsbereiche
MSS: ca. 6-8 Monate BASISEVALUATION - PHASE I:
DIAGNOSE Erhebung der Stärken und Schwächen
(IST-ZUSTÄNDE und der SOLL-WERTE)
MSS: 1 Tag Datenpräsentation
Mind. 1-2 Tage Dateninterpretation
Planung konkreter Interventionen
(Problemdefinition, Zielfestlegung, Methodenwahl, Festlegung von Erfolgskriterien und Evaluationsdesgin)
Prä-Messung 1 Prä-Messung 2 Prä-Messung 3 Intervention 1 Intervention 2 Intervention 3
(z.B. Schulforum) (z.B. Begabtenförderung) (z.B. neue Hausordnung)
Post-Messung 1 Post-Messung 2 Post-Messung 3
2-4 Jahre nach Erstevaluation
BASISEVALUATION-PHASE II VERÄNDERUNGSMESSUNG
Example III: MSS-Online – Data Feedback (Screen)
Example: MSS-Online – Data Feedback (Graphic Output)
Example IV: MSS-Online – Data Feedback (Percetage of answers given to open questions))
Example V: MSS-Online – Data Feedback (list of answers to open questions)
PISA & TIMSS Tasks in MSS – a further possibility
(Two examples of PISA & TIMSS Tasks which could be Implemented in a MSS Evaluation)
TIMSS Task Example
Given (see right): A cylinder with a length of 12 inches and the circumference of the circle of 4 inches. A thread is symmetrically twisted four times around the cylinder.
Question: How long is the thread?
Solution of the „Cylinder Problem“:
First it is necessary to have some knowledge about the surface of a cylinder: it consists of two circles and a rectangle (see rough draft at the right). The cylinder is 12 inches long (=one side of the rectangle). The circumference of the circle is 4 inches (the short side of the rectangle). Since the row is four times symmetrically wound around the cylinder we get four rectangles with the cathetuses having 4 inches and 3 inches (=12/4). Now we only have to apply the Pythagorean theorem and get the length of the long sinde of the rectangle: 42 + 32 = 25. So the length of the long side of the rectangle which is the square root of 25 namely 5 inches. Now we only have to take four times this length and receive the result: 20 inches.
Relative Solution Frequency of the „Cylinder Problem“
A student thinks that a plant needs minerals in order to grow. S/he puts the plant into the sun (see image and conditions).
To examine
this hypothesis
s/he needs
another flower.
Which one
does she have
to choose?
sunlight, sand, minerals and water
A)
dark wardrobe, sand, minerals and water
B)
dark wardrobe, sand and water
C)
sunlight and only sand
D)
sunlight, sand and water
E)
sunlight, sand and minerals
(TIMSS; Baumert et al. 1997, 75)
