Learning results

The evaluation question here is: "Do the students achieve the desired learning goals?". In this context, learning goals may be based on to subject-related contents (knowledge and understanding, attitudes and abilities), but they may also relate to developing skills unrelated to the subject (e.g. media competence).

Methods

The methods of documenting learning results differ depending on the learning goal:

• Knowledge and understanding are verified by knowledge tests (see Page on Tests).
• Attitudes can be recorded in questionnaires.
• Work samples can be used to investigate practical skills.

As the instruments for the examination of subject-related learning outcomes are obviously related to the contents of the course, this handbook can only make instruments available for the examination of learning outcomes unrelated to any specific subject content:

• Media competence: The Inventory for Computer Education (INCOBI; Naumann, Richter & Groeben, 1999) has the following lower-level scales providing a test documenting computer literacy: "TECOWI" (theoretical computer knowledge) and "PRACOWI (practical computer knowledge). The INCOBI can be obtained from Dr. Tobias Richter: http://www.allg-psych.uni-koeln.de/richter/trichter.htm

Study design

Strictly speaking, a before/after study design is necessary in order to record changes (and this is what learning is all about), although in the context of university teaching it is not always implemented. If the effort can be justified, and if what is needed is a methodologically convincing evaluation the respective instrument (knowledge test, questionnaire, etc.) should be used  before AND after the course.

More information can be found on the Page on Study design.