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Rebholz S.,University of Education Weingarten | Zimmermann M.,University of Education Ludwigsburg
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2013

Intelligent Assessment represents a novel approach in the field of Computer-Aided Assessment (CAA). In Intelligent Assessment, the student's performance is not only assessed by the solution but also by the individual steps leading to the solution. The web-based exercise tool ComIn-M uses Intelligent Assessment in the context of mathematical induction. In this article we describe the basic principles of Intelligent Assessment and highlight its prototypical implementation using the tool ComIn-M as an example. In the evaluation we investigate the practicality of Intelligent Assessment with the tool in two recitation sections at the Universities of Education in Weingarten and Ludwigsburg. © Springer-Verlag Berlin Heidelberg 2013. Source

Hubwieser P.,TU Munich | Zendler A.,University of Education Ludwigsburg
ACM International Conference Proceeding Series | Year: 2012

The 16 German states exhibit substantial differences regarding the organization as well as the substantial focus of computer science education at their schools. This empirical study investigates how teachers from two German states with different educational systems assess the value of central concepts of computer science. We asked 120 teachers in each country to complete our questionnaire, received 38 responses and applied a specific split-plot design to evaluate the results. The findings show that the assessments by the two groups differ regarding the content concepts model, system, computer, and information. Additionally, we detected differences in the rating of some individual process concepts (analyzing, classifying, finding relationships, generalizing, comparing, and ordering) in relation to the content concept model. These results are consistent with the differences in the focus of the curricula as well as with the content of the teacher education programs in the two states. Copyright © 2012 ACM. Source

Gruber T.,University of Manchester | Fuss S.,University of Education Ludwigsburg | Voss R.,ZHAW Zurich University of Applied Sciences | Glaser-Zikuda M.,Friedrich - Schiller University of Jena
International Journal of Public Sector Management | Year: 2010

Purpose: This paper aims to investigate how students perceive the services they are offered at a German university and how satisfied they are with them. Design/methodology/approach: An evaluation study using a new tool to measure 15 dimensions of student satisfaction at an institutional level that covers most aspects of student life was used. It was decided to develop a new measurement tool as many existing surveys are poorly designed, lack standardization and give no evidence concerning reliability or validity. Questionnaires were handed out in eight lectures for the pilot study and 18 lectures for the main study. The response rate was 99 percent. A total of 374 students (pilot study) and 544 students (main study) filled in the newly developed questionnaires using Likert scales. Findings: The study gave a valuable insight into how students perceive the quality of the services offered at a university and how satisfied they are with these offerings. The results show that students' satisfaction with their university is based on a relatively stable person-environment relationship. Thus, the satisfaction of students seems to reflect quite well perceived quality differences of offered services and of the wider environment. Students were particularly satisfied with the school placements and the atmosphere among students. Students were mostly dissatisfied with the university buildings and the quality of the lecture theatres. Research limitations/implications: As the study involved only two samples of students from one university, the results cannot be generalized to the German student population as a whole. Originality/value: The study was the first to successfully apply a measurement tool, which has previously not been used. The study has hopefully opened up an area of research and methodology that could provide considerable further benefits for researchers interested in this topic. It also shows how the concept of student satisfaction could be assessed in future studies. © Emerald Group Publishing Limited. Source

Keck D.,University of Education Ludwigsburg | Kammerer Y.,Knowledge Media Research Center Tuebingen | Starauschek E.,University of Education Ludwigsburg
Computers and Education | Year: 2015

The present study investigated the influence of the source of information on high-school students' identification of contradictions within online science texts. A pilot study with N = 92 high-school students showed that their expectations regarding the quality of an online text differed significantly depending on the type of the source (i.e., on the authoritativeness of the website and the author's expertise). In the main study N = 161 high-school students read a science text that contained four text-internal contradictions and that varied regarding the authoritativeness of the website on which the text was presented (authoritative vs. non-authoritative website) and the author of the text (expert vs. layperson). After reading, a Conflict Verification Task (CVT) was applied to measure students' identification of the conflicting information. The results indicate that students' identification of contradictions differs as a function of website authoritativeness and author expertise. Both in a text stemming from an unambiguously authoritative source ("expert author/authoritative website") and in a text stemming from an unambiguously non-authoritative source ("lay author/non-authoritative website") students identified more contradictions than in a text stemming from a source whose authoritativeness is ambiguous ("lay author/authoritative website" or "expert author/non-authoritative website"). © 2014 Elsevier Ltd. All rights reserved. Source

Sprober N.,University of Ulm | Schneider T.,University of Ulm | Rassenhofer M.,University of Ulm | Seitz A.,Soon Systems GmbH | And 3 more authors.
BMC Public Health | Year: 2014

Background: The disclosure of widespread sexual abuse committed by professional educators and clergymen in institutions in Germany ignited a national political debate, in which special attention was paid to church-run institutions. We wanted to find out whether the nature of the abuse and its effect on victims differed depending on whether the abuse had been experienced in religiously affiliated versus secular institutions. Methods. In 2010, the German government established a hotline that victims could contact anonymously to describe their experiences of sexual abuse. The information provided by callers was documented and categorized. Our analysis looked at a subset of the data collected, in order to compare the nature of the abuse experienced at three types of institutions: Roman Catholic, Protestant, and non-religiously affiliated. Non-parametric tests were used to compare frequency distributions, and qualitative data were analyzed descriptively. Results: Of the 1050 victims in our sample, 404 had been in Roman Catholic, 130 in Protestant, and 516 in non-religious institutions. The overall mean age at the time of reporting was 52.2 years. Males (59.8%) outnumbered females. Victims who had been in religiously affiliated institutions were significantly older than those who had been in secular institutions. Almost half the victims had been abused physically as well as sexually, and most victims reported that the abuse had occurred repeatedly and that the assaults had been committed by males. Patterns of abuse (time, type, and extent), and the gender of the offenders did not differ between the three groups. Intercourse was more frequently reported by older victims and by females. Similar percentages of victims in all groups reported current psychiatric diagnoses (depression, anxiety disorders, PTSD). Significantly more victims from Protestant institutions reported having current psychosocial problems. Conclusion: The results suggest that child sexual abuse in institutions is attributable to the nature of institutional structures and to societal assumptions about the rights of children more than to the attitudes towards sexuality of a specific religion. The exploratory data arising from this study may serve as a starting point for building hypotheses, and may point the way toward improvements in prevention and intervention strategies. © 2014 Spröber et al.; licensee BioMed Central Ltd. Source

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