Adaptive learning environment with learning progress diagnostics
The research project is part of DoProfiL (Dortmunder Profil für inklusionsorientierte Lehrer/-innenbildung. More information: click here ). It deals with the (further) development of test series for learning progress diagnostics for inclusive mathematics teaching in primary and secondary education for the online learning progress platform Levumi as well as their implementation in pedagogical practice. The test procedures to be designed will be based on probabilistic test theory to ensure their use in school classes with very heterogeneous learning conditions and across grade levels. In addition, an overarching instructional model and instructional materials for adaptive design to promote basic mathematical skills will be developed for primary and secondary levels. Instruments of learning progression diagnostics provide teachers with important information about the fit between the learning object and individual learning requirements and are thus an important information basis for the design of adaptive learning opportunities, especially for performance heterogeneous learning groups in inclusive education.
Teacher manuals and support material
User Manual General
Teacher´s Guide German
Support Manual Reading
Learning progress tests and instruments
Verlaufsdiagnostik für Verhalten in der Schule [Progress Diagnostics for Behavior in School]
Current literature by and about Levumi
Jungjohann, J., Gebhardt, M., Diehl, K. & Mühling, A. (2017). Förderansätze im Lesen mit Levumi. [Support approaches in reading with Levumi.] http://dx.doi.org/10.17877/DE290R-18042
Mühling, A., Gebhardt, M. & Diehl, K. (2017). Formative Diagnostik durch die Onlineplattform Levumi. [Formative diagnostics through the online platform Levumi]. Informatik Spectrum, 40(6), 556-561. https://doi.org/10.1007/s00287-017-1069-7
Gebhardt, M., Diehl, K. & Mühling, A. (2016). Lern-Verlaufs-Monitoring Levumi Lehrerhandbuch. Version 1.1 [Learning progress monitoring. Levumi teacher´s guide.] http://dx.doi.org/10.17877/DE290R-17792
Gebhardt, M., Diehl, K. & Mühling, A. (2016). Online Lernverlaufsmessung für alle SchülerInnen in inklusiven Klassen. www.levumi.de. [Online learning progress monitoring for all students in inclusive classes. www.levumi.de.] Zeitschrift für Heilpädagogik, 67(10), 444-454.
Published master's theses by and about Levumi.
Reading Fluency
Clemente, Rosa Corina (2017). Pilotierungsstudie eines Online-Leseflüssigkeitstests bei Schülerinnen und Schülern mit intellektuellen Beeinträchtigungen. [Piloting study of an online reading fluency test in students with intellectual disabilities.] http://dx.doi.org/10.17877/DE290R-18866
Sensory Reading
Hoppe, Dennis (2018).Unterschiede in Inklusion und Förderschule: Ein Lernverlaufstest für das sinnentnehmende Lesen der Onlineplattform Levumi. [Differences in inclusion and special education: a learning progress test for sensory reading of the online platform Levumi.] http://dx.doi.org/10.17877/DE290R-18865
Mathematics
Hammerschmidt, Isabell (2018). Lernverläufe von basalen mathematischen Fähigkeiten in der Primarstufe: Eine Normierungs- und Praktikabilitätsstudie von Zahlenstrahltests in Levumi. [Learning trajectories of basal mathematical skills in primary school: a norming and practicality study of number-range tests in Levumi.] http://dx.doi.org/10.17877/DE290R-18864
All Levumi researchers are members of the Working Group on (Learning) Trajectories Diagnostics in the School-Based Field. For more information click here.