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.
| Published in | International Journal of Elementary Education (Volume 11, Issue 3) |
| DOI | 10.11648/j.ijeedu.20221103.11 |
| Page(s) | 64-75 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Lernentwicklungsgespräche, Student-Teacher-Conferences, Formative Assessment, Academic Self-Concept, Willingness to Invest Effort
| [1] | Andrade, H. G. (2001). The effects of instructional rubrics on learning to write. Current issues in education, 4 (4). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1630 |
| [2] | Andrade, H. L. (2010). Summing up and moving forward. Key challenges and future directions for research and development in formative assessment. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 334–351). New York: Routledge. |
| [3] | Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practice, 27 (2), 3–13. doi.org/10.1111/j.1745-3992.2008.00118.x |
| [4] | Betz, T., Bischoff-Pabst, S., Eunicke, N., & Menzel, B. (2019). Children between opportunities and barriers. On the relationship between school and family from the perspective of children: their perspectives, their positions. Research Report 2 [Kinder zwischen Chancen und Barrieren. Zum Verhältnis von Schule und Familie aus der Sicht von Kindern: ihre Perspektiven, ihre Positionen. Forschungsbericht 2]. Gütersloh: Bertelsmann Stiftung. |
| [5] | Bildungspakt Bayern (2014): School trial Flexible Elementary School: Documentation. Results. Recommendations for practice [Schulversuch Flexible Grundschule: Dokumentation. Ergebnisse. Empfehlungen für die Praxis]. https://bildungspakt-bayern.de/wp-content/uploads/2015/03/flexGrundschule_web100.pdf |
| [6] | Black, P., & Harrison, C. (2001). Feedback in questioning and marking: The science teacher's role in formative assessment. School Science Review, 82 (301), 55–61. |
| [7] | Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–74. |
| [8] | Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21 (5), 5–31. doi.org/10.1007/s11092-008-9068-5. |
| [9] | Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box: Assessment for learning in the classroom. London: GL Assessment. |
| [10] | Bonanati, M. (2018). Student-teacher-conferences and participation. Reconstruction of the discussion practice between teachers, elementary school students and parents [Lernentwicklungsgespräche und Partizipation. Rekonstruktion zur Gesprächspraxis zwischen Lehrpersonen, Grundschülern und Eltern]. Wiesbaden: Springer VS. |
| [11] | Brandstätter, V., & Hennecke, M. (2018). Goals [Ziele]. In J. Heckenhausen & H. Heckenhausen (Eds.), Motivation und Handeln (5th ed., pp. 331–353). Berlin und Heidelberg: Springer. |
| [12] | Brunstein, J. C., & Heckhausen, H. (2018). Achievement motivation [Leistungsmotivation]. In J. Heckhausen & H. Heckhausen (Eds.), Motivation und Handeln (5th ed., pp. 163–221). Berlin und Heidelberg: Springer. |
| [13] | Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, Massachusetts: Harvard University Press. |
| [14] | Dickhäuser, O., & Galfe, E. (2004). Better..., worse... Achievement related comparison processes in elementary school [Besser als..., schlechter als...]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36 (1), 1–9. doi.org/10.1026/0049-8637.36.1.1. |
| [15] | Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020). Characterizing the formative assessment enactment of experienced science teachers. Science Education, 104 (2), 290–325. doi.org/10.1002/sce.21559. |
| [16] | Dollinger, S. (2019). Learning-supportive feedback in student-reacher-conferences [Lernunterstützende Rückmeldung in Lernentwicklungsgesprächen]. Zeitschrift für Grundschulforschung, 12 (1), 197–212. |
| [17] | Dollinger, S. (2020). Student-teacher-conferences – Implementation of learning-supportive feedback [Lernentwicklungsgespräche – Umsetzung lernunterstützender Rückmeldung]. In N. Skorsetz, M. Bonanati & D. Kucharz (Eds.), Diversität und Ungleichheit. Herausforderungen an die Integrationsleitung der Grundschule (pp. 154–158). Wiesbaden: Springer VS. |
| [18] | Dollinger, S., & Hartinger, A. (2019). Student-teacher-conferences – Practical implementation and consequences [Lernentwicklungsgespräche – Praktische Umsetzung und Konsequenzen]. Die Schulleitung, 46 (4), 4–12. |
| [19] | Dollinger, S., Hartinger, A., & Klippel, E. (2020). Quality crieria for student-teacher-conferences [Qualitätskriterien von Lernentwicklungsgesprächen]. In S. Dollinger & A. Hartinger (Eds.), Lernentwicklungsgespräche in der Grundschule. Erprobte Praxisbausteine (pp. 17–28). Berlin: Cornelsen. |
| [20] | Drechsel, B., & Schindler, A. (2019). Teaching quality [Unterrichtsqualität]. In D. Urhahne, M. Dresel & F. Fischer (Eds.), Psychologie für den Lehrberuf (pp. 353–372). Berlin: Springer. |
| [21] | Dresel, M., & Lämmle, L. (2017). Motivation [Motivation]. In T. Götz (Ed.), Emotion, Motivation und selbstreguliertes Lernen (2nd ed., pp. 80–142). Paderborn: Schöningh. |
| [22] | Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53 (1), 109–132. |
| [23] | Ehm, J.-H., Hasselhorn, M., & Schmiedek, F. (2019). Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results. Developmental Psychology, 55 (11), 2336–2351. dx.doi.org/10.1037/dev0000796. |
| [24] | Ertl, S., Klippel, E., & Hartinger, A. (2021). Designing quality student-teacher-conferences [Lernentwicklungsgespräche qualitätvoll gestalten]. In G. Stückl & M. Wilhelm (Eds.), Lehren und Lernen in der bayerischen Grundschule. Kommentare und Unterrichtshilfen zum LehrplanPLUS Grundschule. Köln: Carl Link Verlag. |
| [25] | Ertl, S., Kücherer, B., & Hartinger, A. (2022): Student-teacher-conferences and the development of motivational aspects of learning [Lernentwicklungsgespräche und die Entwicklung motivationaler Aspekte des Lernens]. Zeitschrift für Grundschulforschung, 15 (1), 221–236. doi.org/10.1007/s42278-021-00134-7. |
| [26] | Ertl, S., Kücherer, B., & Hartinger, A. (i. p.). Comparison processes in Student-Teacher-Conferences [Vergleichsprozesse in Lernentwicklungsgesprächen]. |
| [27] | Ertl, S., Kücherer, B., & Hartinger, A. (in press). Consideration of individual learning processes in student-teacher-conferences [Berücksichtigung individueller Lernprozesse in Lernentwicklungsgesprächen]. In A. Hartinger, M. Dresel, E. Matthes, U. E. Nett, K. Peuschel & A. Gegenfurtner (Eds.), Lehrkräfteprofessionalität im Umgang mit Heterogenität – theoretische Konzepte, Förderansätze, empirische Befunde. Münster: Waxmann. |
| [28] | Furtak, E. M., Heredia, S. C., & Morrison, D. M. (2019). Formative assessment in science education: Mapping a shifting terrain. In H. Andrade, R. Bennett & G. Cizek (Eds.), Handbook of Formative Assessment in the Disciplines (pp. 97–125). New York: Taylor & Francis. |
| [29] | Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de Leo, V. et al. (2016). Teachers` formative assessment abilities and their relationship to student learning: findings from a four-year intervention study. Instructional Science, 44 (3), 267–291. doi.org/10.1007/s11251-016-9371-3. |
| [30] | Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon et al. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21 (4), 360–389. doi.org/10.1080/08957340802347852. |
| [31] | Goschke, T., & Kuhl, J. (1993). Representation of intentions: Persisting activation in memory. Journal of Experimental Psychology: Learning, memory, and cognition, 19 (5), 1211–1226. |
| [32] | Graham, S., & Taylor, A. Z. (2016). Attribution theory and motivation in school. In K. R. Wentzel & D. B. Miele (Eds.). Handbook of motivation at school (pp. 11–33). New York, NY Routledge. |
| [33] | Grassinger, R., Dickhäuser, O., & Dresel, M. (2019). Motivation [Motivation]. In D. Urhahne, M. Dresel & F. Fischer (Eds.), Psychologie für den Lehrberuf (pp. 207–227). Berlin: Springer. |
| [34] | Grittner, F. (2015). Portfolio discussions [Portfoliogespräche]. In H. De Boer & M. Bonanati (Eds.), Gespräche über Lernen – Lernen im Gespräch (pp. 161–176). Wiesbaden: Springer VS. |
| [35] | Häbig, J. (2018). Student-Teacher-Conferences from students' perspectives. A mixed-methods study in high schools [Lernentwicklungsgespräche aus der Sicht von Schülerinnen und Schülern. Eine Mixed-Methods-Studie an Gymnasien]. Wiesbaden: Springer VS. |
| [36] | Hardeland, H. (2017). Student-teacher-conferences in elementary school. A practical guide [Lernentwicklungsge-spräche in der Grundschule: Ein Praxisleitfaden]. Weinheim: Beltz. |
| [37] | Harks, B., Rakoczy, K., Klieme, E., Hattie, J., & Besser, M. (2014). Indirect and moderated effects of written feedback on performance and motivation [Indirekte und moderierte Effekte von schriftlicher Rückmeldung auf Leistung und Motivation]. In H. Ditton & A. Müller (Eds.), Feedback und Rückmeldungen. Theoretische Grundlagen, empirische Befunde, praktische Anwendungsfelder (pp. 163–194). Münster: Waxmann. |
| [38] | Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London u.a.: Routledge. |
| [39] | Hattie, J. (2015): Visible learning [Lernen sichtbar machen] (W. Beywl & K. Zierer, Trans.; 3rd ed.). Hohengehren: Schneider. (Original work published 2009). |
| [40] | Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112. |
| [41] | Helmke, A. (1998). From optimist to realist? On the development of the academic self-concept from Kindergarten to Grade 6 [Vom Optimisten zum Realisten? Zur Entwicklung des Fähigkeitsselbstkonzeptes vom Kindergarten bis zur 6. Klassenstufe]. In F. E. Weinert (Ed.), Entwicklung im Kindesalter (pp. 115–132). Weinheim: Beltz. |
| [42] | Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues and Practice, 28 (3), 24–31. doi.org/10.1111/j.1745-3992.2009.00151.x |
| [43] | Ingenkamp, K.-H. (1971). The questionability of censorship [Die Fragwürdigkeit der Zensurengebung]. Weinheim: Beltz. |
| [44] | Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30 (4), 28–37. |
| [45] | Kleinbeck, U. (2006). Goals for action [Handlungsziele]. In J. Heckenhausen & H. Heckenhausen (Eds.), Motivation und Handeln (3rd ed., pp. 255–276). Berlin: Springer. |
| [46] | Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. |
| [47] | Klute, M., Apthorp, H., Harlacher, J., & Reale, M. (2017). Formative assessment and elementary school student academic achievement: A review of the evidence (REL 2017-259). Washington, DC: Department of Education, Institute of Education Science, National Center for Education and Regional Assistance, Regional Education Laboratory Central. https://ies.ed.gov/ncee/edlabs. |
| [48] | Kollar, I., & Fischer, F. (2019). Teaching and instruction [Lehren und Unterrichten]. In D. Urhahne, M. Dresel & F. Fischer (Eds.), Psychologie für den Lehrberuf (pp. 333–351). Berlin: Springer. |
| [49] | Köller, O. (2005). Reference norm orientation of teachers: Conceptual foundations, empirical evidence, and advice for practical action [Bezugsnormorientierung von Lehrkräften: Konzeptuelle Grundlagen, empirische Befunde und Ratschläge für praktisches Handeln]. In R. Vollmeyer & J. C. Brunstein (Eds.), Motivationspsychologie und ihre Anwendung (pp. 189–202). Stuttgart: Kohlhammer. |
| [50] | Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education, 33 (2), 124–140. doi.org/10.1080/08957347.2020.1732383. |
| [51] | Maier, U. (2010). Formative assessment – A promising approach to reforming instruction and performance measurement [Formative Assessment – Ein erfolgsversprechendes Konzept zur Reform von Unterricht und Leistungsmessung]? Zeitschrift für Erziehungswissenschaft, 13 (2), 293–308. |
| [52] | Maier, U. (2015). Performance diagnostics in school and classroom [Leistungsdiagnostik in Schule und Unterricht]. Bad Heilbrunn: Klinkhardt. |
| [53] | Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23 (1), 129–149. |
| [54] | Mischo, C., & Rheinberg, F. (1995). Educational goals of teachers and individual reference norms of performance evaluation [Erziehungsziele von Lehrern und individuelle Bezugsnormen der Leistungsbewertung]. Zeitschrift für Pädagogische Psychologie, 9 (3/4), 139–152. |
| [55] | Möller, J., & Trautwein, U. (2015). Self-concept [Selbstkonzept]. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie (2nd ed., pp. 178–199). Berlin und Heidelberg: Springer. |
| [56] | Moschner, B., & Dickhäuser, O. (2018). Self-concept [Selbstkonzept]. In D. H. Rost, J. R. Sparfeldt & S. R. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed., pp. 750–756). Weinheim und Basel: Beltz. |
| [57] | Müller, R. (2013). Conditional factors of school achievement in elementary school - (How) Can school success be predicted? A longitudinal study of elementary and secondary schools in Bavaria and Saxony [Bedingungsfaktoren schulischer Leistungen in der Grundschule – (Womit) Kann Schulerfolg prognostiziert werden? Eine Längsschnittuntersuchung an Grundschulen und Schulen der Sekundarstufe I in Bayern und Sachsen]. München: Herbert Utz. |
| [58] | Mundwiler, V. (2017). Assessment conversations in school. A conversation-analytical study of the interaction between teachers, parents, and students. Basel studies on German language, Vol. 98 [Beurteilungsgespräche in der Schule. Eine gesprächsanalytische Studie zur Interaktion zwischen Lehrpersonen, Eltern sowie Schülerinnen und Schülern. Basler Studien zur deutschen Sprache + Literatur, Band 98]. Tübingen: Narr/Francke/Attempto. |
| [59] | Munser-Kiefer, M., Martschinke, S., & Hartinger, A. (2016). Self-determined learning in mixed-grade teaching in 3rd and 4th grade – first results from an evaluation study [Selbstbestimmtes Lernen im jahrgangsgemischten Unterricht der 3. und 4. Klasse – erste Ergebnisse aus einer Evaluationsstudie]. In F. Heinzel & K. Koch (Eds.), Individualisierung im Grundschulunterricht: Anspruch, Realisierung und Risiken (pp. 87–91). Wiesbaden: Springer VS. |
| [60] | Muthén, L. K., & Muthén, B. O. (2017). Mplus User´s Guide (8th ed.). Los Angeles: Muthén & Muthén. |
| [61] | Penuel, W. R., & Shepard, L. A. (2016). Assessment and teaching. In D. H. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 787–850). Washington D. C.: American Educational Research Association. |
| [62] | Poloczek, S., Karst, C., Praetorius, A.-K., & Lipowsky, F. (2011). Generalists or specialists? Domain specificity and relationships to achievement data of the academic self-concept of school starters [Generalisten oder Spezialisten? Bereichsspezifität und leistungsbezogene Zusammenhänge des schulischen Selbstkonzepts von Schulanfängern]. Zeitschrift für Pädagogische Psychologie, 25 (3), 173–183. |
| [63] | Praetorius, A.-K., Kastens, C., Hartig, J., & Lipowsky, F. (2016). Are students with optimistic self-concepts one step ahead? Relations between optimistic, realistic, and pessimistic self-concepts and the achievement development of primary school children [Haben Schüler mit optimistischen Selbsteinschätzungen die Nase vorn? Zusammenhänge zwischen optimistischen, realistischen und pessimistischen Selbstkonzepten und der Leistungsentwicklung von Grundschulkindern]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48 (1), 14–26. |
| [64] | Rauer, W., & Schuck, K. D. (2003). FEESS 3-4. Questionnaire to assess emotional and social school experiences of third and fourth grade elementary school children [FEESS 3-4. Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen von Grundschulkindern dritter und vierter Klassen]. Göttingen: Beltz Test GmbH. |
| [65] | Rauer, W., & Schuck, K. D. (2004). FEESS 1-2. Questionnaire to assess emotional and social school experiences of first and second grade elementary school children [FEESS 1-2. Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen von Grundschulkindern erster und zweiter Klassen]. Göttingen: Beltz Test GmbH. |
| [66] | Renner, G., Martschinke, S., Munser-Kiefer, M., & Steinmüller, S. (2011). Diagnosis and promotion of the self-concept in early education [Diagnose und Förderung des Selbstkonzepts im Anfangsunterricht]. In F. Hellmich (Ed.), Selbstkonzepte im Grundschulalter. Modelle, empirische Ergebnisse, pädagogische Konsequenzen (pp. 247–265). Stuttgart: Kohlhammer. |
| [67] | Rollet, B., & Rollet, W. (2018). Effort avoidance [Anstrengungsvermeidung]. In D. H. Rost, J. R. Sparfeldt & S. R. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed., pp. 8–13). Weinheim und Basel: Beltz. |
| [68] | Schmidinger, E., Hofmann, F., & Stern, T. (2016). Performance assessment taking into account its formative function [Leistungsbeurteilung unter Berücksichtigung ihrer formativen Funktion]. In M. Bruneforth, F. Eder, K. Krainer, C. Schreiner, A. Seel & C. Spiel (Eds.), Nationaler Bildungsbericht Österreich 2015. Band 2: Fokussierte Analysen bildungspolitischer Schwerpunktthemen (pp. 59–93). Graz: Leykam. |
| [69] | Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33 (2), 359–382. |
| [70] | Shavelson R. J., Hubner J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46 (3), 407–441. |
| [71] | Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M. et al. (2008). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied measurement in education, 21 (4), 295–314. |
| [72] | Spinath, B. (2004). Determinants of self-perceptions of ability in elementary school children [Determinanten von Fähigkeitsselbstwahrnehmungen im Grundschulalter]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36 (2), 63–68. |
| [73] | Stubbe, T. C., Bos, W., & Euen, T. (2012). The transition from primary to secondary education [Der Übergang von der Primar- in die Sekundarstufe]. In W. Bos, I. Tarelli, A. Bremerich-Vos & K. Schwippert (Eds.), IGLU 2011. Lesekompetenzen von Kindern in Deutschland im internationalen Vergleich (pp. 209–226). Münster: Waxmann. |
| [74] | Vasalampi, K., Parker, P., Tolvanen, A., Lüdtke, O., Salmela-Aro, K. et al. (2014). Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains. Journal of Research in Personality, 48, 98–106. doi.org/10.1016/j.jrp.2013.11.004.web100.pdf |
| [75] | Wilhelm, M. (2015). Documented student-teacher-conferences. An alternative to the interim report at Bavarian elementary schools [Dokumentiertes Lernentwicklungsgespräch. Eine Alternative zum Zwischenzeugnis an bayerischen Grundschulen]. Schulverwaltung Bayern, 38 (1), 4–10. |
| [76] | Wiliam, D. (2007). Keeping learning on track. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1053–1098). Charlotte, NC: Information Age. |
| [77] | Wolff, F., Helm, F., Zimmermann, F., Nagy, G., & Möller, J. (2018). On the effects of social, temporal, and dimensional comparisons on academic self-concept. Journal of Educational Psychology, 110 (7), 1005–1025. doi.org/10.1037/edu0000248. |
| [78] | Wolff, F., Nagy, G., Retelsdorf, J., Helm, F., Köller, O. et al. (2019). The 2I/E model: Integrating temporal comparisons into the internal/external frame of reference model. Journal of Educational Psychology, 111 (7), 1131–1161. doi.org/10.1037/edu0000319. |
| [79] | Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. et al. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21 (4), 335–359. |
APA Style
Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak. (2022). Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. International Journal of Elementary Education, 11(3), 64-75. https://doi.org/10.11648/j.ijeedu.20221103.11
ACS Style
Sonja Ertl; Andreas Hartinger; Benjamin Kücherer; Erin Marie Furtak. Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. Int. J. Elem. Educ. 2022, 11(3), 64-75. doi: 10.11648/j.ijeedu.20221103.11
AMA Style
Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak. Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. Int J Elem Educ. 2022;11(3):64-75. doi: 10.11648/j.ijeedu.20221103.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijeedu.20221103.11,
author = {Sonja Ertl and Andreas Hartinger and Benjamin Kücherer and Erin Marie Furtak},
title = {Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning},
journal = {International Journal of Elementary Education},
volume = {11},
number = {3},
pages = {64-75},
doi = {10.11648/j.ijeedu.20221103.11},
url = {https://doi.org/10.11648/j.ijeedu.20221103.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221103.11},
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.},
year = {2022}
}
TY - JOUR T1 - Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning AU - Sonja Ertl AU - Andreas Hartinger AU - Benjamin Kücherer AU - Erin Marie Furtak Y1 - 2022/08/17 PY - 2022 N1 - https://doi.org/10.11648/j.ijeedu.20221103.11 DO - 10.11648/j.ijeedu.20221103.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 64 EP - 75 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20221103.11 AB - 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. VL - 11 IS - 3 ER -
Email: