Dissertation Project by Vanessa Fischer

Dissertation Project by Vanessa Fischer The influence of interest and motivation on the measurement of subject and assessment competence in chemistry

Weinert’s definition of competences (2001) forms the basis for recording students’ competences in large-scale school performance studies, such as the review of educational standards. While the focus is mainly on the cognitive part for recording subject-specific competences, the affective part is largely disregarded. However, previously it has been shown that when competences are measured, the measured competence only correlates highly with the actual competence when motivation is high (Wise & DeMars, 2005). It is also known that interest generally has a positive effect on performance in test situations (e.g., Prenzel, Schütte & Walter, 2007; Liu Bridgemann & Adler, 2012), but the task-specific influence of these factors remains unknown. This study therefore examines the task-specific relationship between cognitive and affective factors. To this end, an achievement test in chemistry was developed to measure the students’ performance in the competence areas of content knowledge and evaluation and judgement. The items for both areas of competence were developed with identical cognitive requirements (according to Walpuski et al., 2010). A total of 128 items (64 content knowledge, 64 evaluation and judgement) were used in open and multiple-choice, single-select format. The test booklets were created with a multi-matrix design. To record the task-specific affective factors, questionnaires were used after each task (embedded) to assess situational interest, relevance, motivation and willingness to exert effort (based on Boekarts, 2002; Sundre, 2007). Individual interest and self-concept of ability were surveyed in advance independently of the task (after Kölbach, 2011). The data collection took place in 2015 at schools in NRW at the end of the intermediate school leaving certificate (N = 1899, 51.7% ♂, M(age) = 15.18, SD = 0.87). The data were evaluated with the aid of IRT analyses and subsequent correlation and regression analyses.

Literature:

Boekaerts, M. (2002). The On-Line Motivation Questionnaire: A self-report instrument to assess students’ context sensitivity. New Directions in Measures and Methods, 12, 77-120.

Kölbach, E. (2011). Kontexteinflüsse beim Lernen mit Lösungsbeispielen. Berlin. Logos.

Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring Learning Outcomes in Higher Education: Motivation Matters. Educational Researcher, 41(9), 352-362.

Prenzel, M., Schütte, K., & Walter, O. (2007). Interesse an den Naturwissenschaften. In M. Prenzel, C. Artelt, J. Baumert, W. Blum, M. Hammann, E. Klieme & R. Pekrun (eds.), PISA 2006. Die Ergebnisse der dritten internationalen Vergleichsstudie (p. 107-124). Münster: Waxmann.

Sundre, D. L. (2007). The Student Opinion Scale (SOS): A measure of examinee motivation. Test Manual. Harrisonbourg (VA): The Center for Assessment & Research Studies.

Walpuski, M., Kauertz, A., Kampa, N., Fischer, H.E., Mayer, J., Sumfleth, E. & Wellnitz, N. (2010). ESNaS – Evaluation der Standards für die Naturwissenschaften in der Sekundarstufe I. In A. Gehrmann, U. Hericks & M. Lüders (eds.), Bildungsstandards und Kompetenzmodelle – Beiträge zu einer aktuellen Diskussion über Schule, Lehrerbildung und Unterricht (p. 171-184). Bad Heilbrunn: Klinkhardt.

Weinert, F. E. (2001). Vergleichende Leistungsmessung in Schulen – eine umstrittene Selbstverständlichkeit. In Weinert, F. E. (eds.), Leistungsmessungen in Schulen (p. 17-31). Weinheim und Basel.

Wise, S. L., & DeMars, C. E. (2005). Low examinee effort in low-stakes assessment. Problems and potential solutions. Educational Assessment, 10 (1), 1-17.

Publications

Monographs


Contributions to collective volumes

  • Fischer, V., Rothe, M., Sumfleth, E., Walpuski, M. & Wellnitz, N. (2021). Zur Konstruktion fächerübergreifend vergleichbarer Kompetenz-Testaufgaben. In: M. Meier, C. Wulff & K. Ziepprecht (eds.), Vielfältige Wege biologiedidaktischer Forschung. (p. 65-76). Available online at: https://www.waxmann.com/index.php?eID=download&buchnr


Conference contributions

  • Pupkowski, Vanessa, Sumfleth, Elke & Walpuski, Maik (2018). Kompetenzmessung in der Chemie und der Einfluss affektiver Faktoren. In: C. Maurer (ed.), Qualitätsvoller Chemie- und Physikunterricht- normative und empirische Dimensionen. Society for Didactics of Chemistry and Physics, annual conference in Regensburg 2017. (p. 432). University of Regensburg. Available online at: http://www.gdcp.de/images/tb2018/TB2018_424_Pupkowski.pdf
     
  • Pupkowski, V., Sumfleth, E. & Walpuski, M. (2016). Der Einfluss motivationaler Faktoren auf Chemiekompetenzmessungen. In: C. Maurer (ed.), Authentizität und Lernen – das Fach in der Fachdidaktik. Society for Didactics of Chemistry and Physics, annual conference in Berlin 2015. (p. 440). University of Regensburg. Available online at: http://www.gdcp.de/images/tb2016/TB2016_440_Pupkowski.pdf
     
  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2016). The influence of interest and motivation on assessment of competences in chemistry. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 11 (co-ed. Dolin, J., Kind, P.), (pp. 1162 – 1671). Helsinki, Finland: University of Helsinki. ISBN 978-951-51-1541-6 . Available online at: http://www.esera.org/media/eBook%202015/eBook_Part_11_links.pdf
     
  • Mayer, J., Pupkowski, V., Roesler, M., Sumfleth, E. & Walpuski, M. (2015). Einfluss von Interesse und Motivation in Biologie und Chemie auf Leistungsunterschiede in Kompetenztests. GEBF Abstractband – Heterogenität. Wert. Schätzen (p. 88). Bochum. Available at: https://www.gebf-ev.de/app/download/9029819376/Abstractband_GEBF2015_20.02.2015.pdf?t=1566381419
     
  • Pupkowski, V., Walpuski, M., Sumfleth, E. (2014). Untersuchung des Einflusses motivationaler Faktoren auf die Messung von Chemiekompetenz. GEBF Abstractband – Die Perspektiven verbinden (p. 37). Available at: http://www.gebf2014.de/programm/abstractband_nachwuchstagung


Poster presentation/lectures

  • ·  Pupkowski, V., Sumfleth, E., Walpuski, M. (2018). Investigation of Interest and Motivation in Chemistry Assessments and their Impact on Performance. Lecture at the annual conference of the American Educational Research Association (AERA). New York.

  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2017). Kompetenzmessung in der Chemie und der Einfluss affektiver Faktoren. GDCP annual conference 2017. (Lecture)

  • Pupkowski, V., Roesler, M., Mayer, J., Sumfleth, E., Walpuski, M., Wellnitz, N. (2016). Der Einfluss von Kontexten in Testsituationen in Biologie und Chemie. Lecture (symposium) at the annual conference of the Society for Empirical Educational Research (GEBF). Berlin.

  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2016). The Interplay between Interest, Motivation and Task Characteristics and its Impact on Chemistry Performance. Poster presented at the annual conference of the American Educational Research Association (AERA). Washington.

  • Mayer, J., Pupkowski, V., Roesler, M., Sumfleth, E., Walpuski, M., Wellnitz, N. (2015). Einfluss von Interesse und Motivation in Biologie und Chemie auf Leistungsunterschiede in Kompetenztests. Poster for the annual conference of the Society for Empirical Educational Research (GEBF). Bochum.

  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2015). The influence of interest and motivation on assessment of competences in chemistry. Poster for the annual conference of the European Science Education Research Association (ESERA). Helsinki.

  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2015). Der Einfluss motivationaler Faktoren auf Chemiekompetenzmessungen. Poster for the annual conference of the Society for Didactics of Chemistry and Physics (GDCP). Berlin.

  • Pupkowski, V., Walpuski, M., Sumfleth, E. (2014). Untersuchung des Einflusses motivationaler Faktoren auf die Messung von Chemiekompetenz. Lecture at the Young Researchers Conference of the Society for Empirical Educational Research (GEBF). Frankfurt am Main.

  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2014). Investigating the Influence of Motivational Factors on the Assessment of Competence in Chemistry. Lecture at the ESERA Summer School. Cappadocia (Turkey).

  • Pupkowski, V., Sumfleth, E., Walpuski, M. (2014). Investigating the Influence of Motivational Factors on the Assessment of Competence in Chemistry. Poster at the ESERA Summer School, Cappadocia (Turkey)