Formative assessment in the German student-teacher-conference format: student perceptions and implications for motivational aspects of learning

  • 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 findingsLernentwicklungsgespräche (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.show moreshow less

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Metadaten
Author:Sonja ErtlGND, Benjamin KüchererGND, Andreas HartingerORCiDGND, E. M. Furtak
URN:urn:nbn:de:bvb:384-opus4-928186
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/92818
ISSN:2328-7632OPAC
Parent Title (English):International Journal of Elementary Education
Publisher:SciencePG
Type:Article
Language:English
Year of first Publication:2022
Publishing Institution:Universität Augsburg
Release Date:2022/02/16
Volume:11
Issue:3
First Page:64
Last Page:75
DOI:https://doi.org/10.11648/j.ijeedu.20221103.11
Institutes:Philosophisch-Sozialwissenschaftliche Fakultät
Universität Serviceeinrichtungen
Philosophisch-Sozialwissenschaftliche Fakultät / Grundschulpädagogik und Grundschuldidaktik
Philosophisch-Sozialwissenschaftliche Fakultät / Grundschulpädagogik und Grundschuldidaktik / Lehrstuhl für Grundschulpädagogik und Grundschuldidaktik
Universität Serviceeinrichtungen / Zentrum für digitales Lehren und Lernen (DigiLLab)
Philosophisch-Sozialwissenschaftliche Fakultät / Grundschulpädagogik und Grundschuldidaktik / Lehrstuhl für Grundschulforschung mit Schwerpunkt inklusives Lehren und Lernen
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Licence (German):CC-BY 4.0: Creative Commons: Namensnennung (mit Print on Demand)