Reality-based tasks for competency-based education: The need for an integrated analysis of subject-specific, linguistic, and contextual task features
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Learning and Individual Differences, Vol. 114, 102518, 01.08.2024.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Reality-based tasks for competency-based education
T2 - The need for an integrated analysis of subject-specific, linguistic, and contextual task features
AU - Leiss, Dominik
AU - Ehmke, Timo
AU - Heine, Lena
N1 - Publisher Copyright: © 2024 The Authors
PY - 2024/8/1
Y1 - 2024/8/1
N2 - In evaluating competency-based education, effective test instruments must address real-life complexities. The impact of subject-specific, linguistic, and contextual task features, alongside central personal characteristics, on the empirical challenge of such tasks is unclear. We developed mathematics tasks from 30 real-world contexts, each with three questions of varying complexity, administered through a systematically rotated experimental design to 535 German grades 9 and 10 students. Various student variables were collected. Generalized linear mixed models revealed that contextual and mathematical task features significantly contributed to task difficulty variance. Language features had no intermediate-level influence, while students' mathematical self-efficacy moderated low task context familiarity's impact. These findings guide the construction of reality-based mathematics tasks to tailor empirical difficulty. Educational relevance: In the context of worldwide competence-orientated education, it is crucial to reform in-class and national tests. Traditional task formats are limited in representing authentic problems. In most school subjects, a lack of understanding exists in designing reality-based competence-oriented tasks that ensure fair test conditions and meet the subjects' normative demands. This study addresses this gap by empirically investigating the interplay of subject-related, linguistic, and contextual aspects of reality-based tasks in mathematics. Teachers and researchers can use these insights to improve competence-oriented performance situations, sparking further questions. These findings encourage similar studies across subjects for broader applicability.
AB - In evaluating competency-based education, effective test instruments must address real-life complexities. The impact of subject-specific, linguistic, and contextual task features, alongside central personal characteristics, on the empirical challenge of such tasks is unclear. We developed mathematics tasks from 30 real-world contexts, each with three questions of varying complexity, administered through a systematically rotated experimental design to 535 German grades 9 and 10 students. Various student variables were collected. Generalized linear mixed models revealed that contextual and mathematical task features significantly contributed to task difficulty variance. Language features had no intermediate-level influence, while students' mathematical self-efficacy moderated low task context familiarity's impact. These findings guide the construction of reality-based mathematics tasks to tailor empirical difficulty. Educational relevance: In the context of worldwide competence-orientated education, it is crucial to reform in-class and national tests. Traditional task formats are limited in representing authentic problems. In most school subjects, a lack of understanding exists in designing reality-based competence-oriented tasks that ensure fair test conditions and meet the subjects' normative demands. This study addresses this gap by empirically investigating the interplay of subject-related, linguistic, and contextual aspects of reality-based tasks in mathematics. Teachers and researchers can use these insights to improve competence-oriented performance situations, sparking further questions. These findings encourage similar studies across subjects for broader applicability.
KW - Assessment
KW - Competency-based education
KW - Language competence
KW - Mathematical competence
KW - Test items
KW - Mathematics
KW - Didactics of Mathematics
UR - http://www.scopus.com/inward/record.url?scp=85199531360&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/fefc46d0-4f85-36d3-a079-f4edccba3532/
U2 - 10.1016/j.lindif.2024.102518
DO - 10.1016/j.lindif.2024.102518
M3 - Journal articles
AN - SCOPUS:85199531360
VL - 114
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
M1 - 102518
ER -