Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning
Sonja Ertl,
Andreas Hartinger,
Benjamin Kücherer,
Erin Marie Furtak
Issue:
Volume 11, Issue 3, September 2022
Pages:
64-75
Received:
14 July 2022
Accepted:
6 August 2022
Published:
17 August 2022
DOI:
10.11648/j.ijeedu.20221103.11
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Abstract: Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers identify learning goals and assess progress and next steps to support the student’s learning. This article proposes that LEGs can align with the key components of formative assessment (e.g. learning supportive feedback, self-assessment or clarity about learning goals) and therefore can support student motivation (willingness to invest effort, academic self-concept), depending on how they are implemented. To examine this connection, we conducted a pre-post-follow-up study with 185 children in grade 2 in Germany. The children filled out questionnaires before and after their LEG and also four months later at the end of the school year. Our findings show that children generally experience LEGs positively in ways that are consistent with formative assessment, although significant variance is present. Further, we noted short-term and long-term associations between LEGs and motivational aspects of learning, depending on how students perceived the LEGs; in particular, the perceived quality of learning-supportive feedback and agreed-upon goals proved significant. We discuss how the findings identify areas of further research needs in relation to the associations uncovered.
Abstract: Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers iden...
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Nutrition Status and Associated Factors Among Preschool Children: A Cross-Sectional Study in Nepal
Prakash Sharma,
Chitra Bahadur Budhathoki,
Ram Krishna Maharjan,
Bhimsen Devkota,
Yadu Ram Upreti,
Tulsi Ram Bhandari
Issue:
Volume 11, Issue 3, September 2022
Pages:
76-83
Received:
15 July 2022
Accepted:
1 August 2022
Published:
17 August 2022
DOI:
10.11648/j.ijeedu.20221103.12
Downloads:
Views:
Abstract: Childhood is a sensitive period, particularly in the process of human development which may affect educational and occupational opportunities in later life. It can be assumed that the children from the underdeveloped country are deprived of a proper learning environment because of their low socioeconomic status and nutrition status. Nepal is no exception to it. This study aimed to assess the nutritional status and associated factors among 3-5 years old preschool children in Rupandehi district of Nepal. A cross-sectional analytical study was conducted among 389 preschool children who were selected using multi-stage proportionate random sampling method. Chi-square test and logistic regression test statics were used to establish the association of the children’s nutritional status with key variables under interest. WHO’s Anthro plus and SPSS version 26 were used for data analysis. The findings indicated that more than half of the children had below the normal level of nutrition status and nearly half had a low economic background. Low family income for Height for age (HAZ) and weight for age (WAZ), and father’s occupation for WAZ and BMI for age (BAZ) classification of nutrition status were found to be the most specific determinants of poor nutrition status in preschool children. Appropriate interventions such as community mobilization and parents’ awareness programs on nutrition with special attention to the disadvantaged population are recommended.
Abstract: Childhood is a sensitive period, particularly in the process of human development which may affect educational and occupational opportunities in later life. It can be assumed that the children from the underdeveloped country are deprived of a proper learning environment because of their low socioeconomic status and nutrition status. Nepal is no exc...
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