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:

1. Making the MDC test available as a means for self-assessment or for use in university introductory courses
2. Identification of optimal arrangement for the use of the MDC test with regard to feedback
3. Development of a concept with students, teachers and student advisors for the further and sustainable use of the test.

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.

Sub-project University of Bamberg

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.

Publications

Conference contributions

• Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., Naumann, J., & Artelt, C. (2024). Diagnostik des Leseverständnisses multipler Texte: MultiTex. In T. Richter & W. Lenhard (Hrsg.), Diagnose und Förderung des Lesens im digitalen Kontext (pp. 101-116). Göttingen: Hogrefe.

  Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N.. Artelt, C., Goldhammer, F., Naumann, J. & Schoor, C. (2023). Fostering multiple document comprehension: Motivational factors and its relationship with the use of self-study materials. Zeitschrift für Erziehungswissenschaft, 26, 727-750. https://doi.org/10.1007/s11618-023-01163-x (Open Access)

  Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., & Artelt, C. (2022). 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 (S. 57-86). Vandenhoeck & Ruprecht. https://doi.org/10.14220/9783737013970.57 (Open Access)

• Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2023). Wer profitiert motivational? Effekte von Leistungsfeedback in einem Test zur Multiple Document Comprehension und Über- bzw. Unterschätzung auf die Feedbackwahrnehmung und Motivation sich zu verbessern. Poster presented at the 10. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), 28.02. - 02.03.2023, Duisburg, Germany.

  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 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.