Editorial: Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen

This special issue comprises eleven articles from the DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”. The special issue aims at showing the priority program’s present state of discussion concerning essential concepts and questions related to the modeling of competencies. The first article describes the structure and research areas of the program and gives an overview on the current state of research. The short articles two to eleven discuss questions and problems which proved to be of particular importance during the work of the priority program in the last years. These articles constitute the result of a workshop of the participating scientists of the priority program in terms of position papers.     

Transferwirkungen künstlerischer Tätigkeiten. Ihre kritische Kommentierung durch eine umfassende Theorie ästhetischer Bildung

Transfer research examines how artistic activities can have an impact outside of the realm of art itself. The article concludes that this research can be carried out in a meaningful way, only within the framework of a comprehensive theory of aesthetic education. This theory would encompass the structural analysis of artistic activity, as well as biographical reports about artistic experiences. The elucidation of the concepts or themes relevant to the theory would include the notion of aesthetic experience, the understanding of immediate, aesthetic experiences, the analysis of artistic processes, and the outcomes of scientifically evaluated applications of aesthetic education.     

Wann kann Kompetenzdiagnostik negative Auswirkungen haben?

This paper addresses potential negative effects of systematic external competence assessment on different levels of the education system. We discuss possible sources of misinterpretations of competence assessment feedback, potential consequences of feedback and assessment for different education stakeholders (teachers, students, and educational administration) as well as negative effects of systematic competence assessment on the culture of teaching and learning. The paper concludes with some reflections on possibilities to prevent or reduce the discussed negative effects.     

Wie können Ergebnisse der Kompetenzdiagnostik in Forschungsprojekten sinnvoll zurückgemeldet werden?

Reporting on research results to students, teachers and institutions is a big challenge within competence assessment research: students individually have to be given feedback about how they performed, teachers have to be provided with information about their classes, education authorities are interested in actual research results. For feedback being helpful for students, teachers and institutions, the following questions have to be thought of: (1) Who is the feedback given to? What is the aim of the feedback? (2) Which results shall be reported? (3) How should feedback theoretically look like? And (4) how does feedback depend on the given general framework? The given article discusses these questions and offers a “checklist” to research projects with a focus on competence assessment.     

Skizze zur Historiographie der Ästhetischen Bildung

This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492.     

Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.     

家庭关系对流动儿童心理健康的影响

目前流动儿童的心理健康日益成为政策制定者和学者关注的焦点问题,而家庭环境是影响儿童心理健康的重要因素.本研究利用SDQ(Strengths and Diffficulties Questionaire)量表,通过OLS、Ordered Probit模型的回归分析,探析家庭关系(夫妻关系、亲子关系)对流动儿童心理健康状况的影响.结果发现,夫妻关系、亲子关系中的忽视、当着外面人的吼骂显著影响流动儿童的心理健康;家庭关系对儿童心理健康的不同维度(情绪症状、行为问题、多动注意不能、同伴交往)影响并不相同.此外,家庭社会经济地位(SES)与母亲受教育水平对流动儿童心理健康的影响并不显著,仅在特定维度有影响.农民工父母应正确处理好经济上的供养与精神上的抚慰之间的关系,努力提高自身教育能力,同时城市应实现公共服务的均等化,为流动儿童营造健康的成长环境.     

商学教育国际化绩效评价

高等教育国际化绩效与教育质量和人才水平紧密相关,其中商科教育始终位列各类国际化专业之首,因此从此学科切入研究教育国际化问题具有一定的代表性。本文沿用以国际间的双向沟通与交流为核心的商学教育国际化定义,结合商学的学科特点,通过完善和调整已有的高等教育国际化指标体系,构建了包含7项定性指标和15项定量指标的商学教育国际化绩效评价指标体系。本文以32家国内商学院和16家国外商学院为研究样本,通过问卷调查和实地调研收集数据,并采用投入归一化的DEA模型分别从战略、教学、科研、管理和人员5个维度对国内外商学院的教育国际化绩效进行评价和比较。由于教学维度的两项指标存在统计困难,实际收集到的是区间数据,因此在此维度的绩效测度中采用了分别计算绩效得分下界和上界的两组DEA模型。基于绩效测度结果,本文发现：国内商学院和国外商学院在管理和人员两个方面的国际化绩效差别不大,相比于国外商学院,国内商学院在科研方面的国际化绩效较好,但在战略和教学两个方面的国际化绩效较弱,并且在教学国际化程度上具有明显的劣势。鉴于国内商学院在各维度下表现出的绩效损失,本文对其提出如下改进国际化绩效的建议：战略方面,依托地区教育资源及发展优势,积极与境外商学院展开合作;教学方面,深入推进课程的国际化,鼓励外文授课和使用原版教材,大力拓展中外合作办学项目;管理方面,将国际化纳入提拔干部和评聘职称的考量因素,扩大学院自身的书刊资源库,营造良好的国际化氛围;人员方面,引入国际化师资力量,适当提高外教在教师队伍中的占比。