In the project MultiTex-Transfer, the computer-based test to assess the competence of text comprehension with multiple documents (Multiple Document Comprehension, MDC), which was developed in an earlier project phase (KoKoHs project MultiTex), is to be implemented for students of the humanities and social sciences in the introductory phase. We will research how to optimally implement the instrument for ensuring practicability and the promotion of MDC ability. Special attention will be paid to the type of feedback. With regard to practicability, optimal arrangements will to be discussed with students, those responsible for study advice and teachers in introductory courses. Specifically, students will be given the opportunity to take the MDC test as a self-assessment at the start of their studies. Then, the students will have the chance to work with self-study material to improve their skills.
Therefore, the present project is to investigate which conditions with regard to feedback and practical implementation are necessary to promote the sustainable use of the MDC test. Furthermore, it is another goal of the present project to support an optimal perceived usefulness and acceptance of the test among students and teachers as well as an ideal development of the MDC ability of students during their first semester.
The aims of the present project can be summarized as follows:
MultiTex-Transfer is a joint project of the University of Bamberg with the Leibniz Institute for Educational Trajectories (LIfBi) and the Leibniz Institute for Research and Information in Education (DIPF) and the practice partners University of Bamberg, Goethe University Frankfurt and University of Wuppertal.
The goals for the sub-project University of Bamberg are the development of feedback concepts for outcome-data based and process-data based feedback for the developed MDC test, the development of support materials, the identification of conditions for success for an implementation of the MDC test at the participating universities as well as the concept development for the use of the MDC test at the participating universities and beyond.
Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., & Artelt, C. (in press). Das Textverstehen multipler Dokumente von Studierenden und seine Förderung. In S. Alker-Windbichler, A. Kuhn, B. Lodes & G. Stocker (Hrsg.), Akademisches Lesen. Medien, Praktiken, Bibliotheken. Vandenhoeck & Ruprecht.
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, J., Artelt, C., & Schoor, C. (2022). Fostering multiple document comprehension: Motivational influences on the use of self-study material. Paper to be presented at the EARLI SIG 8 conference, 24.-26.08.2022, Dresden, Germany.
Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2022). Welche Rolle spielt die subjektive Wertzuschreibung von Studierenden bei der Förderung von Multiple Document Comprehension? Vortrag auf der 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 9.-11.3.2022, Bamberg.
Zink, T., Hahnel, C., Kröhne, U., Deribo, T., Mahlow, N., Goldhammer, F., Naumann, J., Artelt, C., & Schoor, C. (2021). Effects of score-based and log data-based feedback in a test of multiple document comprehension. Poster auf der 19. Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.
Title: Multitex-Transfer - Transfer project on MultiTex: Process-based assessment of multiple documents comprehension (Multiple Documents Literacy)
Principle Investigator at the University of Bamberg: PD Dr. Cornelia Schoor
Collaborators: University of Bamberg, LIfBi, DIPF
Practice partners: University of Bamberg, Goethe University Frankfurt, University of Wuppertal
Duration: 01.03.2021 - 28.02.2022
Funding volume: Total approx. 252,000€, sub-project University of Bamberg approx. 90,000€
Funding agency: German Federal Ministery of Education and Research (grant number: 01PK19008)