Approaches towards a Qualitative-Ranked Measuring of Competencies in LSA

When trying to measure competencies of developing learners, researchers have to decide whether they are interested in huge numbers with the advantage of statistic significance or a qualitative approach that might explain students behaviour but lacks of representativeness. Our approach combines aspects of both paradigms: A paper and pencil test with (at least) thousands of participants that is not only analysed in terms of right and wrong but also with respect to the chosen approaches of the students. A class of these approaches can be seen as the results of misconceptions (i.e. inadequate concepts) which are treated as intermediate states in the development from naïve to competent. Our data strongly supports this hypothesis: Whilst the amount of wrong and right answers correlates to students’ graduation and/or chosen vocational track the distribution of answers based on misconceptions is almost independent of the graduation and/or chosen vocational track.
Rauner, Felix (Hrsg.) ; Smith, Erica (Hrsg.) ; Hauschildt, Ursel (Hrsg.) ; Zelloth, Helmut (Hrsg.) (2009): Innovative Apprenticeships. Promoting Successful School-to-Work Transitions , Berlin: LIT Verlag
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