References of "Sonnleitner, Philipp 50003122"
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See detailLongitudinal development of students‘ competencies in Mathematics and German reading comprehension
Sonnleitner, Philipp UL; Krämer, Charlotte UL; Gamo, Sylvie UL et al

Scientific Conference (2018, November 09)

Im Rahmen des luxemburgischen Schulmonitorings werden Schlüsselkompetenzen der Schülerinnen und Schüler der luxemburgischen Regelschulen in regelmäßigen Abständen durch die so genannten Épreuves ... [more ▼]

Im Rahmen des luxemburgischen Schulmonitorings werden Schlüsselkompetenzen der Schülerinnen und Schüler der luxemburgischen Regelschulen in regelmäßigen Abständen durch die so genannten Épreuves Standardisées (ÉpStan) gemessen. Diese längsschnittliche Begleitung der Schülerinnen und Schüler birgt die einmalige Chance, neue Erklärungsansätze für ein (alt)bekanntes Problem des luxemburgischen Schulsystems zu finden: die großen Unterschiede der Bildungschancen von Schülerinnen und Schüler je nach Geschlecht, sprachlichem und sozioökonomischem Hintergrund. Der vorliegende Beitrag gibt nun einen ersten Einblick in die längsschnittliche Kompetenzentwicklung in den Bereichen Deutsch-Leseverstehen und Mathematik. Hierfür werden die Testergebnisse der untersuchten Schülerkohorte aus den ÉpStan-Kompetenztests 2010 in der 3.Schulstufe den Leistungen in der 9. Schulstufe im Jahre 2016 gegenübergestellt. Die Darstellung der Entwicklungsverläufe mittels Sankey-Flussdiagrammen, erlaubt ein schnelles und intuitives Verständnis, von welchem Kompetenzniveau die Schülerinnen und Schüler in der 3. Klasse starten und welches sie schließlich in der 9. Klasse erreichen. Der Effekt von nachgewiesenermaßen einflussreichen, demografischen (Hintergrund-) Merkmalen wie Geschlecht, sprachlichem Hintergrund und sozioökonomischem Status wird dabei gesondert analysiert. Beim Blick auf die generellen Entwicklungsverläufe in den Bereichen Deutsch-Leseverstehen und Mathematik fällt vor allem eine sehr hohe Stabilität der Kompetenzeinstufungen auf: Schülerinnen und Schüler der 3. Klasse, deren Leistungen auf dem (erwartungskonformen) Niveau Socle oder Niveau Avancé liegen, verfügen in der Regel auch 6 Jahre später über hohe Deutsch- bzw. Mathematikkompetenzen. Umgekehrt verbleibt die Mehrheit der Schülerinnen und Schüler mit anfänglich schwachen Leistungen auch später auf einem niedrigen Kompetenzniveau. Bezieht man nun die Teilergebnisse zum Sprachhintergrund mit ein, lässt sich ganz klar folgern, dass die Unterrichtssprache hierfür einen entscheidenden Faktor darstellt: Schülerinnen und Schüler, die Luxemburgisch oder Deutsch als Muttersprache angeben, können sowohl in Deutsch-Leseverstehen als auch in Mathematik eher ein hohes Niveau halten bzw. sich im Laufe ihrer Schulkarriere auf ein solches verbessern. Portugiesischsprachige bzw. frankophone Schülerinnen und Schüler, die im Allgemeinen ohnehin auf einem niedrigeren Kompetenzniveau starten, können sich nur teilweise deutlich verbessern, profitieren aber vom Wechsel der Unterrichtssprache im Secondaire. Die Analysen zeigen darüber hinaus, dass typische Geschlechtsunterschiede, die auf einen Vorteil für Mädchen beim Lesen und einen leichten Vorteil für Jungen in Mathematik hindeuten, schon anfangs der 3. Klasse bestehen, und über die folgenden 6 Jahre weitgehend stabil bleiben. Zusammenfassend bestätigen die Ergebnisse die bereits mehrfach aufgezeigten landestypischen Probleme, erlauben aber eine feinere Aufschlüsselung und zeitliche Verortung der Wechselwirkungen zwischen Unterrichtssprache, sprachlichem und sozioökonomischem Schülerhintergrund, und bilden so die Grundlage für effektivere Interventionen. [less ▲]

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See detailCognitive Potential and Academic Success in Luxembourg: Use case of the "Test of Cognitive Potential"
Muller, Claire UL; Reichel, Yanica UL; Wollschläger, Rachel UL et al

Poster (2018, November 08)

The “Test of Cognitive Ability” (“TCP”) is a language-free test of reasoning ability that was created at the heart of the Luxembourg Centre for Educational Testing (LUCET). The TCP was initially developed ... [more ▼]

The “Test of Cognitive Ability” (“TCP”) is a language-free test of reasoning ability that was created at the heart of the Luxembourg Centre for Educational Testing (LUCET). The TCP was initially developed for children at the age of 10 and can be applied in a group context. Since no advanced language-skills are required in order to take this test, it is perfectly suited not only to serve as a cognitive ability screener in a multi-lingual context, but also to study the relationship of cognitive ability and academic success within a demanding school-system that deals with a very complex mixture of student backgrounds (spoken languages, socioeconomic status, culture, etc.). Using traditional intelligence tests with language-based tasks and instructions could, in this context, result in biased data since maximum performance relies on a good understanding of task requirements. Being language-free, the TCP can help in gaining a more precise understanding of academic performance under different circumstances and prevent wrong conclusions as to the fairness of curricular requirements for different student populations. The present contribution will present the Test of Cognitive Potential and give an overview of how the relationship of cognitive ability and academic success varied within different subpopulations of a Luxembourgish sample of 303 4th graders. [less ▲]

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See detailMaGrid: A Language-Neutral Early Mathematical Training and Learning Application
Pazouki, Tahereh UL; Cornu, Véronique UL; Sonnleitner, Philipp UL et al

in International Journal of Emerging Technologies in Learning (2018), 13(08), 4-18

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school ... [more ▼]

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school) that are either not possible to be solved in traditional schooling or cost a lot of time and resources. In this paper, we present a pedagogical training and learning application called MaGrid (Math on Grid), which has been developed to foster early mathematical skills in pre-schoolers. MaGrid is a tablet-based application, which provides a wide range of training tasks targeting fundamental mathematical concepts for the preschool level. The language-neutral property of MaGrid is an innovative aspect that makes MaGrid different from existing mathematical training applications. This property may reduce the barrier of language from mathematical education for second language learners encountered in multilingual school settings. MaGrid allows individual learning in an interactive way and provides real-time feedback. Moreover, MaGrid is capable of recording students’ activities while working on the training tasks, which can help teachers and parents keep track of a student’s progress in different tasks and observe potential training-related improvements over time. Finally, we describe a series of experiments carried out using the MaGrid application during special training and assessment sessions in several preschools in Luxembourg. [less ▲]

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See detailHow fairly am I assessing my students? Equipping teachers with a tool to learn about their own assessment practices: Theory and development of the Fairness Barometer.
Sonnleitner, Philipp UL; Kovacs, Carrie

Scientific Conference (2018, July)

It seems safe to say that the vital question of adequacy, precision, and fairness of grades is as old as the introduction of a grading system to schools and other educational institutions. In recent years ... [more ▼]

It seems safe to say that the vital question of adequacy, precision, and fairness of grades is as old as the introduction of a grading system to schools and other educational institutions. In recent years, however, this topic has attracted a lot of research interest. Particularly in the wake of the No Child Left Behind Act of 2002, teacher accountability and how to measure it have become increasingly important to educational actors and researchers alike (Levy, Keller, Brunner, Fischbach, 2017). Consequently, multiple studies have examined teachers’ diagnostic abilities, especially their accuracy in assessing students’ competencies (e.g. Kaiser, Südkamp, Möller, 2017; Schrader, 2013; Südkamp, Kaiser, Möller, 2012; Tobisch & Dresel, 2017). The present paper complements this view by discussing a newly developed questionnaire that captures whether students themselves feel that they are being assessed in a fair and just way by their teachers: the Fairness Barometer. Capturing three different dimensions of fairness (informational fairness, interpersonal fairness, and procedural fairness), the questionnaire is intended to be administered by teachers who want to learn more about their own assessment practices through student feedback. By exclusively considering strategies and behaviors teachers can change, the Fairness Barometer provides clear guidance for improving current assessment practices; its questions were also carefully selected to avoid provoking unrealistic expectations in students. On the basis of two studies measuring perceived teacher fairness in the subjects Mathematics, English, and German among roughly 600 students, we will discuss the factorial structure of the Fairness Barometer and the relationship between fairness and self-reported grades. Results are promising and show that students of all competency levels are capable of judging their teachers’ assessment practices in a nuanced way. By developing the Fairness Barometer, we hope to equip teachers with a tool that is easy to administer and actually helps them to develop and improve their often criticized diagnostic competencies. [less ▲]

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See detailFinding the right pace: How speech rate influences item difficulty of a listening comprehension test.
Sonnleitner, Philipp UL; Meier, Patricia; Wrobel, Gina

Scientific Conference (2018, May)

To comprehend spoken language is crucial, especially in school since teachers’ verbal explanations form the basis of learning in almost every subject. Given the rising number of immigrant students, valid ... [more ▼]

To comprehend spoken language is crucial, especially in school since teachers’ verbal explanations form the basis of learning in almost every subject. Given the rising number of immigrant students, valid and reliable listening comprehension (LC) tests become increasingly important. They help detecting struggling students and identifying specific competencies that need fostering. Unfortunately, most components of LC tests and their effect on item difficulty are still poorly understood, among them the speech rate which is usually taken as given characteristic of the used stimulus. But especially the speed of presenting information could easily be altered by teachers which makes understanding its impact on item difficulty an essential research endeavour. Based on two consecutive studies including n=419 Luxembourgish 3rd graders, the present paper discusses how manipulating the speech rate of informative, as well as narrative texts impacts the psychometric difficulty of a LC test in German. Four different texts were presented in two versions of varying speed: A slower version, using the mean speech rate of available LC units; a second version with higher speech rate, being oriented at authentic German radio programs. The different versions were anchored via additional, non-manipulated units and item difficulty estimation was done within IRT framework. In line with previous studies, higher speech rate increased item difficulty (Cohen’s d ranging from 0.4 to 1.08) but only for narrative texts. Surprisingly, the opposite effect was found for informative texts (d ranging from -1.07 to -0.46), showing that the slower version was more difficult to comprehend. We will discuss potential explanations for these findings and concrete take-aways for future LC test construction. [less ▲]

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See detailMit Komplexität umgehen lernen: Welche Vorteile bieten computerbasierte Problemlöseszenarien in der Sensibilisierung für typische Probleme im Verstehen und Steuern komplexer Systeme?
Sonnleitner, Philipp UL; König, Ariane UL; Sikharulidze, Tea UL

Scientific Conference (2018, April)

Unbestreitbare Herausforderung der heutigen Zeit, ist der Umgang mit zunehmend komplexeren Systemen. Dem regelmäßigen Ruf, die dafür benötigten Fähigkeiten und mentalen Einstellungen bereits in Schule und ... [more ▼]

Unbestreitbare Herausforderung der heutigen Zeit, ist der Umgang mit zunehmend komplexeren Systemen. Dem regelmäßigen Ruf, die dafür benötigten Fähigkeiten und mentalen Einstellungen bereits in Schule und Studium zu trainieren (bspw. Vester, 2012), folgten - wohl auch aufgrund mangelnder Optionen – kaum Konsequenzen. Der vorliegende Beitrag diskutiert nun die Möglichkeit, vereinfachte aber dynamische Problemlöseszenarien mit weniger (System)Variablen und einfacheren (System)Effekten aber dafür hoch reliablen Performanzindizes für Trainingszwecke im Umgang mit Komplexität einzusetzen. Auf Basis dreier studentischer Kohorten eines Kurses zum Themenkomplex Nachhaltigkeit an der Universität Luxemburg (N=97), wurde erstmals evaluiert, welche Lernerfahrungen mit einem solchen Szenario gemacht und möglich werden. Die Ergebnisse zeigen, dass nicht nur zuverlässig verschiedene Problemlösestrategien erfasst werden, sondern das auch zwischen „aktiven“ und „reflektiven“ StudentInnen unterschieden werden kann, welche unterschiedlich erfolgreich mit den Szenarien umgehen. Die diagnostizierten typischen kognitiven Fehler im Umgang mit den Problemen und die dokumentierten Emotionen der StudienteilnehmerInnen zeigen das große (zukünftige) Potenzial dieser Szenarien. [less ▲]

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See detailLässt sich Fairness schulischer Leistungsbeurteilung messbar machen? Erste empirische Ergebnisse zu Faktorstruktur und Validität des Fairnessbarometers.
Sonnleitner, Philipp UL; Kovacs, Carrie

Scientific Conference (2018, April)

Die Frage nach der Fairness und Genauigkeit von Prüfungsergebnissen ist wohl so alt wie schulische Leistungsbeurteilung selbst. Insbesondere in den letzten Jahren wird der Ruf nach Evaluation der ... [more ▼]

Die Frage nach der Fairness und Genauigkeit von Prüfungsergebnissen ist wohl so alt wie schulische Leistungsbeurteilung selbst. Insbesondere in den letzten Jahren wird der Ruf nach Evaluation der Beurteiler selbst, also der Lehrkräfte deutlich stärker. Infolgedessen untersuchten zahlreiche Studien die diagnostische Kompetenz von Lehrern, um oftmals deren geringe Genauigkeit zu konstatieren (e.g. Kaiser, Südkamp, Möller, 2017). Der vorliegende Beitrag ergänzt bestehende Ansätze, indem explizit die Sicht der Schüler auf Fairness bisher erfahrener Leistungsbeurteilung eingenommen wird. Auf Basis zweier Datenerhebungen in unterschiedlichen Schulstufen und –typen (n >500), wird die Entwicklung des Fairnessbarometers beschrieben, welches zwischen zwei Dimensionen differenziert (informationale und prozedurale Fairness) und explizit auf Aspekte fokussiert, welche von Lehrkräften leicht geändert werden können um so erhöhte Fairness bei zukünftigen Beurteilungen zu gewährleisten. Der Beitrag diskutiert die angenommene Faktorenstruktur für die Hauptfächer Mathematik, Deutsch und Englisch und präsentiert erste Zusammenhänge zwischen Fairness, selbst berichteten Noten und Interesse für das jeweilige Fach. [less ▲]

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See detailUn outil sur tablette tactile facilitant l'autuévaluation à l'école primaire
Villanyi, Denise UL; Martin, Romain UL; Sonnleitner, Philipp UL et al

Scientific Conference (2018, January 11)

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See detailA Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders
Villanyi, Denise UL; Martin, Romain UL; Sonnleitner, Philipp UL et al

in International Journal of Emerging Technologies in Learning (2018), 13(10), 225-251

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students ... [more ▼]

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool. [less ▲]

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See detailCognitive pitfalls in dealing with sustainability
Sonnleitner, Philipp UL

in König, Ariane (Ed.) Sustainability science: Key issues (2018)

Main summary points: • Environmental conditions in which human ancestors evolved, strongly shaped human thinking • Two complementary cognitive systems can be distinguished whose interplay causes ... [more ▼]

Main summary points: • Environmental conditions in which human ancestors evolved, strongly shaped human thinking • Two complementary cognitive systems can be distinguished whose interplay causes systematic errors, especially in situations including uncertainty or complexity • These cognitive pitfalls have tremendous consequences in the context of sustainability • Leveraging cognitive biases and knowledge about them by improving education and training is vital to address ecological problems [less ▲]

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See detailLearning to confront complexity: What roles can a computer-based problem-solving scenario play?
Sonnleitner, Philipp UL; König, Ariane UL; Sikharulidze, Tea UL

in Environmental Education Research (2017)

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be ... [more ▼]

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of one specific scenario, the Genetics Lab, is empirically evaluated on base of three student cohorts. Results suggest that existing approaches to sustainability education can be substantially complemented by computer-based problem-solving scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such scenarios in sustainability education. [less ▲]

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See detailAssessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities
Sonnleitner, Philipp UL; Keller, Ulrich UL; Martin, Romain UL et al

in Csapó, Beno; Funke, Joachim (Eds.) The Nature of Problem Solving. Using research to inspire 21st century learning (2017)

At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that ... [more ▼]

At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that the educational context places special demands on assessment instruments used for this purpose. In this chapter, we show how these challenges can successfully be addressed by reviewing recent advancements in the field of complex problem solving. We use the example of the Genetics Lab, a newly developed and psychometrically sound microworld which emphasizes usability and acceptance amongst students, to discuss challenges and opportunities of assessing complex problem solving in the classroom. [less ▲]

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See detailSometimes more is too much: A rejoinder to the commentaries on Greiff et al. (2015)
Greiff, Samuel UL; Stadler, Matthias; Sonnleitner, Philipp UL et al

in Journal of Intelligence (2017), 5

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See detailAutoévaluation des élèves de l'école primaire en mathématiques
Villanyi, Denise UL; Fischbach, Antoine UL; Sonnleitner, Philipp UL et al

Scientific Conference (2016, November)

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See detailEffects of correct answer position on multiple-choice item difficulty in educational settings
Sonnleitner, Philipp UL; Guill, Karin; Hohensinn, Christine

Scientific Conference (2016, July)

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See detailTeaching Complex Problem Solving Through Digital Game Design
Akcaoglu, Mete; Sonnleitner, Philipp UL; Hodges, Carl et al

Scientific Conference (2016, April)

Problem solving is one of the most essential skills for individuals to be successful at their daily lives and careers. When problems become complex, solving them involves identifying relationships among a ... [more ▼]

Problem solving is one of the most essential skills for individuals to be successful at their daily lives and careers. When problems become complex, solving them involves identifying relationships among a multitude of interrelated variables, to achieve multiple different possible solutions. Teaching Complex Problem Solving (CPS) skills in formal education contexts is challenging. In this research, we examined if through an innovative game-design course middle school students improved in their CPS skills. Our results showed that students showed significant improvements in their CPS skills, especially in terms of system exploration, t(10) = 2.787, p = .019; system knowledge, t(10) = 2.437, p = .35; system application, t(10) = 2.472, p = .033. In addition, there was a statistically significant change in students’ interest for CPS after attending the GDL program, t(6) = 3.890, p = .008. We discuss implications regarding use of game-design tasks as contexts to teach CPS skills in formal and informal educational contexts. [less ▲]

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See detailGame Design as a Complex Problem Solving Process
Akcaoglu, Mete; Gutierrez, Antonio; Sonnleitner, Philipp UL et al

in Zheng, R.; Gardner, M. (Eds.) Handbook of Research on Serious Games for Educational Applications (2016)

Detailed reference viewed: 58 (11 UL)
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See detailComplex Problem Solving Provides a Fairer Picture of Multilingual Students’ Cognitive Potential
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2015, August)

Detailed reference viewed: 28 (3 UL)