Project MultiTex

MultiTex


Process-based assessment of multiple documents comprehension (Multiple Documents Literacy)

In the project MultiTex, a computer-based instrument to assess the competence of text comprehension with multiple documents (multiple documents literacy, MDL) of university students is developed and validated. A special methodological focus lies in the usage of additional process-based diagnostics. Accordingly, in this project process-based measures are used, first, as additional diagnostic information; second, in order to identify strategies of processing multiple documents; and third, to test theories of multiple text comprehension.

The aims of the present project can be characterized as follows:

  • Development of a theoretically sound computer-based test of multiple documents literacy (MDL)
  • Analysis of processes of multiple text comprehension for advanced diagnostics
  • Construct validation of the MDL text with two cohorts of university students of two subject groups at two locations
  • Empirical test of assumptions of theories of multiple documents comprehension

Project website


University of Bamberg subproject - focus on educational-psychological process analysis

The subproject at the University of Bamberg focuses on the development of items and units for the MDL test, the planning of the development study as well as the validation study, the organization of the studies for the Bamberg site as well as the coordination across the sites, the evaluation of the two studies with regard to process measures, the identification of strategies and strategy deficits on the basis of the process data, and the testing of theories of multiple document comprehension. In addition, project coordination is within the scope of the subproject.

The tasks within the present subproject can be characterized as follows:

  • Development of items and units for a theoretically sound computer-based MDL test, including planning, organization, and implementation of a development study
  • Construct validation of the MDL test on two student cohorts at two sites in two subject groups: Planning, organizing, conducting, and evaluating the validation study
  • Analysis of multiple text comprehension processes to identify strategies and strategy deficits
  • Empirical testing of the assumptions of theories of multiple text comprehension
  • Project coordination


Results


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

    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)

    Mahlow, N., Hahnel, C., Artelt, C., Kroehne, U., Goldhammer, F., & Schoor, C. (2022). The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension. Learning and Individual Differences, 94, 102116. https://doi.org/10.1016/j.lindif.2022.102116 Free access until March 5th 2022: https://authors.elsevier.com/a/1ePsy3irP49O6a

    Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & Schoor, C. (2021). Automated and controlled processes in comprehending multiple documents. Studies in Higher Education, 46(10), 2074-2086. https://doi.org/10.1080/03075079.2021.1953333

    Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, 102018. https://doi.org/10.1016/j.lindif.2021.102018

    Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More than (single) text comprehension? On university students' understanding of multiple documents. Frontiers in Psychology, 11, 562450. https://doi.org/10.3389/fpsyg.2020.562450

    Schoor, C. (2020). Lesen in Zeiten von Fake News. Über den Umgang mit multiplen Dokumenten. uni.vers Forschung 2020: Lernen, ein Leben lang - Bamberger Beiträge zur Bildungsforschung, 40-43. https://www.uni-bamberg.de/fileadmin/uni/verwaltung/presse/045-UNI-PUBLIKATIONEN/uni.vers/2020-forschung/09-lesen.pdf

    Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kroehne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden. Diagnostica, 66, 123-135. https://doi.org/10.1026/0012-1924/a000231

    Schoor, C., Hahnel, C., Mahlow, N., Klagges, J., Kroehne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia & H. A. Pant (Eds.), Student Learning Outcomes in Higher Education (pp. 223-242). Heidelberg: Springer.

    Hahnel, C., Kroehne, U., Goldhammer, F., Schoor, C., Mahlow, N., & Artelt, C. (2019). Validating process variables of sourcing in an assessment of multiple document comprehension. British Journal of Educational Psychology, 89(3), 524-537. https://doi.org/10.1111/bjep.12278

    Hahnel, C., Schoor, C., Kroehne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (2019). The role of cognitive load for university students’ comprehension of multiple documents. Zeitschrift für Pädagogische Psychologie, 33(2), 105-118. https://doi.org/10.1024/1010-0652/a000238

    Hahnel, C., Mahlow, N., Schoor, C., & Cerdán, R. (2019). Promoting reading goals and strategy knowledge to improve university students' comprehension of multiple documents. In C. Lautenbach, J. Fischer, O. Zlatkin-Troitschanskaia, M. Toepper, & H. A. Pant (Eds.), Student learning outcomes assessment in higher education - ideas, approaches and concepts for research, transfer and implementation (KoKoHS Working Papers, 12) (pp. 10-12). Berlin & Mainz: Humboldt University & Johannes Gutenberg University. Volltext des Sammelwerks als pdf

  • Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2021). Investigating process indicators of corroboration in an assessment of multiple document comprehension. Poster auf der CIDER-LERN Konferenz, 7.-8.10.21, Berlin.

    Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2021). Transmission and transaction beliefs: The factor structure of the German Reader Belief Inventory. Poster auf der 19. Biennial European Conference for Research on Learning and Instruction (EARLI), 23.-27.08.21, Gothenburg, Sweden / online.

    Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). Transmission and transaction beliefs: Zur Faktorstruktur des Reader Belief Inventory. Poster auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung, 25.-27.03.2020, Potsdam. (Conference canceled)

    Mahlow, N., Artelt, C., Hahnel, C., Goldhammer, F., Kroehne, U., & Schoor, C. (2019). More than reading competence? Findings on the understanding of multiple documents by university students. Paper auf der paEpsy-Tagung 2019, 9.-12.09.19, Leipzig.

    Hahnel, C., & Schoor, C. (2019). Analyzing trace data as an approach for the investigation of central processes of reading. Symposium auf der 18. Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

    Schoor, C., Hahnel, C., Mahlow, N., Kroehne, U., Goldhammer, F., & Artelt, C. (2019). Processes of multiple document comprehension and their relationship to test performance. Paper auf der 18. Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

    Schoor, C., Hahnel, C., Mahlow, N., Kroehne, U., Goldhammer, F., & Artelt, C. (2019). The relationship of achievement goal orientations and multiple document comprehension. Paper im Rahmen des SIG 2 Invited Symposium auf der 18. Biennial European Conference for Research on Learning and Instruction (EARLI), 12.-16.08.19, Aachen, Germany.

    Mahlow, N., Schoor, C., Hahnel, C., Kroehne, U., Artelt, C., & Goldhammer, F. (2019). Mehr als Lesekompetenz? – Befunde zum Verständnis multipler Dokumente von Studierenden. Paper presented at the 7th Congress of the Gesellschaft für empirische Bildungsforschung (GEBF), 25.-27.02.2019, Köln, Germany.

    Hahnel, C., Kroehne, U., Goldhammer, F., Schoor, C., Mahlow, N., & Artelt, C. (2018). Representing Attention to Source Information with the Aid of Process Indicators from an Assessment of Multiple Document Comprehension. Vortrag auf dem 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 15.-20.09.2018, Frankfurt, Germany.

    Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2018). Task models in multiple document comprehension. Paper presented at the EARLI SIG 2 conference, 27.-29.08.2018, Freiburg, Germany.

    Mahlow, N., Schoor, C., Hahnel, C., Kroehne, U., Artelt, C., & Goldhammer, F. (2018). Domain-related epistemic beliefs and their relation to multiple document comprehension. Paper presented at the 2018 Annual Meeting of the Society for Text & Discourse, 17.-19.07.2018, Brighton, UK.

    Hahnel, C., Kroehne, U., Goldhammer, F., Schoor, C., Mahlow, N., & Artelt, C. (2018). Validating Process Indicators of Accessing Source Information Constructed from an Assessment of Multiple Document Comprehension. Vortrag auf der Conference of the International Test Commission (ITC), 02.-05.07.2018, Montreal, Kanada.

    Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). The relationship of achievement goal orientations and multiple document literacy: A variable-centered and person-centered approach. Poster presented at the 2018 Annual Meeting ot the American Educational Research Association (AERA), 13.-17.04.2018, New York, USA.

    Kröhne, U., Artelt, C., Goldhammer, F., Hahnel, C., Mahlow, N., & Schoor, C. (2018). Formale Definition von Indikatoren aus Log-Daten am Beispiel eines computerbasierten Tests zur Erfassung von Multiple Document Literacy. Vortrag auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2019, Basel, Schweiz.

    Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Zum Zusammenhang von epistemischen Überzeugungen und kognitiven Anforderungen von Multiple Documents Literacy. Poster auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2019, Basel, Schweiz.

    Schoor, C., Hahnel, C., Artelt, C., Kröhne, U., & Goldhammer, F. (2018). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Vortrag auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2019, Basel, Schweiz.

    Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., & Artelt, C. (2017). Lassen sich theoretisch angenommene Prozesse im multiplen Textverstehen auch empirisch wiederfinden? Vortrag auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2017, 13.-15.03.2017, Heidelberg.

    Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Artelt, C., Reimann, D., Lockl, K., & Roßbach, H.-G. (2016). Using process data from log files to explain measures of multiple documents literacy (MDL). Paper presented at the EARLI SIG 27 conference, 29.11.-01.12.2016, Oulu, Finland.

    Schoor, C., Artelt, C., Reimann, D., Hahnel, C., Kröhne, U., & Goldhammer, F. (2016). Development of a test assessing multiple document comprehension of university students. Paper presented at the MDL workshop, 14.-15.11.2016, Paris, France.

Title: MultiTex - Process-based assessment of multiple documents comprehension (Multiple Documents Literacy)

Principle Investigators at the University of Bamberg: Prof. Dr. Cordula Artelt, Dr. Cornelia Schoor

Collaborators: University of Bamberg, DIPF, LIfBi

Duration: 01.01.2016 - 30.06.2019

Funding volume: Total approx. 921,000€, sub-project Uni Bamberg approx. 411,000€

Funding agency: German Federal Ministry of Education and Research (grant number: 01PK15008)