Criterions for the tasks’ difficulty including their operationalization | Examples |
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(I) Kind of cognitive process according to the Cognitive System of the ‘New Taxonomy of Educational Objectives’ by Marzano and Kendall ( 2007; 2008 ) Four response categories: (1) Retrieval (2) Comprehension (3) Analysis (4) Application | (1) A student who is able to reproduce the concept of ‘reliability’ has attained the level of retrieval |
(2) A student who is able to decide which data collection method is suitable depending on the presented investigation context has achieved the level of comprehension | |
(3) A student located on the level of analysis is able to assign presented extracts from a study’s problem definition to its typical elements | |
(4) A student who is able to set up a research design which is based on a presented research objective or question of a concrete study attained the level of knowledge utilization | |
(II) Complexity concerning the number of content-related/curricular elements (=solution-relevant variables) (Adams and Wu 2002 ) Three response categories: (1) Only one isolated content-related element has to be processed (2) Two content-related elements have to be processed (3) At least three content-related elements have to be processed | (1) A task that only demands to describe what the term ‘nominal scale level’ means contains a low complexity |
(2) A task which requires a decision if a correlation or a regression analysis is fitting better in order to answer a presented research question shows a moderate complexity | |
(3) A task prompting to set up a context-related experimental design which has to include all relevant components—such as pretest, treatment, posttest, experimental group, and control group – and which requires considering the concept of randomization involves a high complexity | |
(III) Degree of familiarity (~curricular weighting of the task contents; degree of routine with regard to the respective task context) (e.g., Blum et al. 2003 ) Three response categories: (1) High degree of familiarity = many learning opportunities (2) Moderate degree of familiarity = moderate number of learning opportunities (3) Low degree of familiarity = few learning opportunities Details concerning the operationalization: Nine content areas, which depict all contents instructed during the course on empirical research methods were defined | (1) A large proportion of the course’s instruction was spent on performing several in-depth and hence intensive exercises to handle situations belonging to the curricular area of evaluating the adequateness of methods for collecting data |
(2) A moderate proportion of the course’s instruction was spent on in-depth exercises with regard to interpreting statistical outputs for explorative factor analyses | |
(3) The curricular area of regression analysis was treated very superficially during the course (no hands-on applications and repetitions of the respective contents/methods were provided) | |
→Regarding each item, an index consisting of three criteria was calculated in order to assess the amount of learning opportunities: | |
(a) How many lecture slides are dealing with the relevant content area? (referring to the first element of the course—the lecture) | |
(b) How extensive was the respective content area treated within the instruction? (referring to the first and the second element of the course—the lecture and the tutorial moderated by a lecturer) | |
(i) = low instructional extent | |
(ii) = high instructional extent | |
(c) Did the test persons have the opportunity to participate proactively in a case-related hands-on-application concerning the respective content area? (referring to the third element of the course—the project work in small groups supported by advanced students) | |
(i) = no hands-on-application was performed | |
(ii) = hands-on-application was performed |