How Teachers Assess Oral Participation

• In Event: Classroom Assessment SIG Posters: On Assessing Collaborative Learning and Oral Participation, Designing Assessments, Formative Assessment

Abstract

In addition to the continuing demand for standardization, the current discourse also increasingly calls for the consideration of individual learning levels, performance developments and student achievement levels. In Germany, in addition to written forms of performance, there is also the so-called oral performance, which makes up a large part of the report grade. The advantage of including oral performance is the high frequency with which it can be assessed and furthermore that it can be assessed without specific performance situation with a complex test design.
But the question that inevitably arises is: To what extent does this form of evaluation also meet the demand for comparability? In which way do teachers make use of the pedagogical leeway?

Authors

• Sabine Gruehn, University of Munster

• Carolin Kruell, Muenster University