Peter Posch

Zur schulpraktischen Nutzung von Daten: Konzepte, Strategien, Erfahrungen


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Comparative achievement tests have scarcely contributed to improve the quality of instruction so far. While the structure of the provided performance data has reached a relatively high level, the reasons lie mainly in the complex patterns of using these data. This paper ascribes some possible reasons for the poor effects of achievement tests on the improvement of instruction to structural and individual requirements for innovations.

achievement tests, comparative testing, use of performance data, quality of instruction