Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning

Sonja Ertl; Andreas Hartinger; Benjamin Kücherer; Erin Marie Furtak

doi:doi:10.11648/j.ijeedu.20221103.11

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Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning

Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak

Published in International Journal of Elementary Education (Volume 11, Issue 3)

Received: 14 July 2022 Accepted: 6 August 2022 Published: 17 August 2022

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Abstract

Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers identify learning goals and assess progress and next steps to support the student’s learning. This article proposes that LEGs can align with the key components of formative assessment (e.g. learning supportive feedback, self-assessment or clarity about learning goals) and therefore can support student motivation (willingness to invest effort, academic self-concept), depending on how they are implemented. To examine this connection, we conducted a pre-post-follow-up study with 185 children in grade 2 in Germany. The children filled out questionnaires before and after their LEG and also four months later at the end of the school year. Our findings show that children generally experience LEGs positively in ways that are consistent with formative assessment, although significant variance is present. Further, we noted short-term and long-term associations between LEGs and motivational aspects of learning, depending on how students perceived the LEGs; in particular, the perceived quality of learning-supportive feedback and agreed-upon goals proved significant. We discuss how the findings identify areas of further research needs in relation to the associations uncovered.

Published in	International Journal of Elementary Education (Volume 11, Issue 3)
DOI	10.11648/j.ijeedu.20221103.11
Page(s)	64-75
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Lernentwicklungsgespräche, Student-Teacher-Conferences, Formative Assessment, Academic Self-Concept, Willingness to Invest Effort

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Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak. (2022). Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. International Journal of Elementary Education, 11(3), 64-75. https://doi.org/10.11648/j.ijeedu.20221103.11

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Sonja Ertl; Andreas Hartinger; Benjamin Kücherer; Erin Marie Furtak. Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. Int. J. Elem. Educ. 2022, 11(3), 64-75. doi: 10.11648/j.ijeedu.20221103.11

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Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak. Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. Int J Elem Educ. 2022;11(3):64-75. doi: 10.11648/j.ijeedu.20221103.11

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@article{10.11648/j.ijeedu.20221103.11,
  author = {Sonja Ertl and Andreas Hartinger and Benjamin Kücherer and Erin Marie Furtak},
  title = {Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {3},
  pages = {64-75},
  doi = {10.11648/j.ijeedu.20221103.11},
  url = {https://doi.org/10.11648/j.ijeedu.20221103.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221103.11},
  abstract = {Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers identify learning goals and assess progress and next steps to support the student’s learning. This article proposes that LEGs can align with the key components of formative assessment (e.g. learning supportive feedback, self-assessment or clarity about learning goals) and therefore can support student motivation (willingness to invest effort, academic self-concept), depending on how they are implemented. To examine this connection, we conducted a pre-post-follow-up study with 185 children in grade 2 in Germany. The children filled out questionnaires before and after their LEG and also four months later at the end of the school year. Our findings show that children generally experience LEGs positively in ways that are consistent with formative assessment, although significant variance is present. Further, we noted short-term and long-term associations between LEGs and motivational aspects of learning, depending on how students perceived the LEGs; in particular, the perceived quality of learning-supportive feedback and agreed-upon goals proved significant. We discuss how the findings identify areas of further research needs in relation to the associations uncovered.},
 year = {2022}
}

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TY  - JOUR
T1  - Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning
AU  - Sonja Ertl
AU  - Andreas Hartinger
AU  - Benjamin Kücherer
AU  - Erin Marie Furtak
Y1  - 2022/08/17
PY  - 2022
N1  - https://doi.org/10.11648/j.ijeedu.20221103.11
DO  - 10.11648/j.ijeedu.20221103.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 64
EP  - 75
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20221103.11
AB  - Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers identify learning goals and assess progress and next steps to support the student’s learning. This article proposes that LEGs can align with the key components of formative assessment (e.g. learning supportive feedback, self-assessment or clarity about learning goals) and therefore can support student motivation (willingness to invest effort, academic self-concept), depending on how they are implemented. To examine this connection, we conducted a pre-post-follow-up study with 185 children in grade 2 in Germany. The children filled out questionnaires before and after their LEG and also four months later at the end of the school year. Our findings show that children generally experience LEGs positively in ways that are consistent with formative assessment, although significant variance is present. Further, we noted short-term and long-term associations between LEGs and motivational aspects of learning, depending on how students perceived the LEGs; in particular, the perceived quality of learning-supportive feedback and agreed-upon goals proved significant. We discuss how the findings identify areas of further research needs in relation to the associations uncovered.
VL  - 11
IS  - 3
ER  -

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Author Information

Sonja Ertl

Institute of Primary Education Research, Friedrich-Alexander-University Erlangen-Nuremberg, Nuremberg, Germany
Andreas Hartinger

Faculty of Philosophy and Social Sciences, Augsburg University, Augsburg, Germany
Benjamin Kücherer

Faculty of Philosophy and Social Sciences, Augsburg University, Augsburg, Germany
Erin Marie Furtak

School of Education, University of Colorado Boulder, Boulder, USA

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APA Style

Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak. (2022). Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. International Journal of Elementary Education, 11(3), 64-75. https://doi.org/10.11648/j.ijeedu.20221103.11

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ACS Style

Sonja Ertl; Andreas Hartinger; Benjamin Kücherer; Erin Marie Furtak. Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. Int. J. Elem. Educ. 2022, 11(3), 64-75. doi: 10.11648/j.ijeedu.20221103.11

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AMA Style

Sonja Ertl, Andreas Hartinger, Benjamin Kücherer, Erin Marie Furtak. Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning. Int J Elem Educ. 2022;11(3):64-75. doi: 10.11648/j.ijeedu.20221103.11

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@article{10.11648/j.ijeedu.20221103.11,
  author = {Sonja Ertl and Andreas Hartinger and Benjamin Kücherer and Erin Marie Furtak},
  title = {Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {3},
  pages = {64-75},
  doi = {10.11648/j.ijeedu.20221103.11},
  url = {https://doi.org/10.11648/j.ijeedu.20221103.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221103.11},
  abstract = {Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers identify learning goals and assess progress and next steps to support the student’s learning. This article proposes that LEGs can align with the key components of formative assessment (e.g. learning supportive feedback, self-assessment or clarity about learning goals) and therefore can support student motivation (willingness to invest effort, academic self-concept), depending on how they are implemented. To examine this connection, we conducted a pre-post-follow-up study with 185 children in grade 2 in Germany. The children filled out questionnaires before and after their LEG and also four months later at the end of the school year. Our findings show that children generally experience LEGs positively in ways that are consistent with formative assessment, although significant variance is present. Further, we noted short-term and long-term associations between LEGs and motivational aspects of learning, depending on how students perceived the LEGs; in particular, the perceived quality of learning-supportive feedback and agreed-upon goals proved significant. We discuss how the findings identify areas of further research needs in relation to the associations uncovered.},
 year = {2022}
}

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TY  - JOUR
T1  - Formative Assessment in the German Student-Teacher-Conference Format: Student Perceptions and Implications for Motivational Aspects of Learning
AU  - Sonja Ertl
AU  - Andreas Hartinger
AU  - Benjamin Kücherer
AU  - Erin Marie Furtak
Y1  - 2022/08/17
PY  - 2022
N1  - https://doi.org/10.11648/j.ijeedu.20221103.11
DO  - 10.11648/j.ijeedu.20221103.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 64
EP  - 75
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20221103.11
AB  - Lernentwicklungsgespräche (LEGs, a German format of student-teacher-conferences; translated literally: learning development conversations) are meetings between a teacher and student in the presence of at least one parent or guardian about the current status of a child's learning, learning development and learning process. Students and teachers identify learning goals and assess progress and next steps to support the student’s learning. This article proposes that LEGs can align with the key components of formative assessment (e.g. learning supportive feedback, self-assessment or clarity about learning goals) and therefore can support student motivation (willingness to invest effort, academic self-concept), depending on how they are implemented. To examine this connection, we conducted a pre-post-follow-up study with 185 children in grade 2 in Germany. The children filled out questionnaires before and after their LEG and also four months later at the end of the school year. Our findings show that children generally experience LEGs positively in ways that are consistent with formative assessment, although significant variance is present. Further, we noted short-term and long-term associations between LEGs and motivational aspects of learning, depending on how students perceived the LEGs; in particular, the perceived quality of learning-supportive feedback and agreed-upon goals proved significant. We discuss how the findings identify areas of further research needs in relation to the associations uncovered.
VL  - 11
IS  - 3
ER  -

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