Johanna Fleckenstein

University of Hildesheim

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i-10 index

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Jens Møller

Kiel University

Jennifer Meyer

Leibniz Institute for Science and Mathematics Education

Olaf Köller

Leibniz Institute for Science and Mathematics Education

Stefan Keller

Zurich University of Teacher Education

Thorben Jansen

Leibniz Institute for Science and Mathematics Education

Jürgen Baumert

Max Planck Institute for Human Development

Friederike Hohenstein

Kiel University

Andrea Horbach

Leibniz Institute for Science and Mathematics Education

Fabian T. C. Schmidt

Universität Hamburg

Ruth Trüb

FHNW University of Applied Sciences and Arts

Cooperative Institutions

Kiel University

Leibniz Institute for Science and Mathematics Education

University of Hildesheim

University of Tübingen

DIPF | Leibniz Institute for Research and Information in Education

FHNW University of Applied Sciences and Arts

University of Cologne

Max Planck Institute for Human Development

Zurich University of Teacher Education

University of Bern

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Mehrsprachigkeit als Ressource

Zeitschrift für Erziehungswissenschaft (2017)

Johanna Fleckenstein Jens Møller Jürgen Baumert

10.1007/s11618-017-0792-9

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Citations (18)

Sequence Tagging in EFL Email Texts as Feedback for Language Learners

Linköping electronic conference proceedings (2023)

Yuning Ding Ruth Trüb Johanna Fleckenstein Stefan Keller Andrea Horbach

When predicting scores for different aspects of a learner text, automated scoring algorithms usually cannot provide information about which part of text a score is referring to. We therefore propose a method to automatically segment learner texts as a way towards providing visual feedback. We train a neural sequence tagging model and use it to segment EFL email texts into functional segments. Our algorithm reaches a token-based accuracy of 90% when trained per prompt and between 83 and 87% in a cross-prompt scenario.

Sequence (biology)

10.3384/ecp197007

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Citations (0)

Empirische Arbeit: Comparing Generative AI and Expert Feedback to Students’ Writing: Insights from Student Teachers

Psychologie in Erziehung und Unterricht (2024)

Thorben Jansen Lars Höft Luca Bahr Johanna Fleckenstein Jens Møller

Feedback is crucial for learning complex tasks like writing, yet its creation is time-consuming, often leading to students receiving insufficient feedback. Generative artificial intelligence, particularly Large Language Models (LLMs) like ChatGPT 3.5-Turbo, has been discussed as a solution for providing more feedback. However, there needs to be more evidence that AI-feedback already meets the quality criteria for classroom use, and studies have yet to investigate whether LLM-generated feedback already seems useful to its potential users. In our study, 89 student teachers evaluated the usefulness of feedback for students' argumentative writing, comparing LLM against expert-generated feedback without receiving information about the feedback source. Participants rated LLM-generated feedback as useful for revision in 59% of texts (compared to 88% for expert feedback). 23% of the time, participants preferred to give LLM-generated feedback to students. Our discussion focuses on the conditions in which AI-generated feedback might be effectively and appropriately used in educational settings.

10.2378/peu2024.art08d

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Citations (6)

Proficient beyond borders: assessing non-native speakers in a native speakers’ framework

Large-scale Assessments in Education (2016)

Johanna Fleckenstein Michael Leucht Hans Anand Pant Olaf Köller

English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that measure language proficiency in non-native speakers are typically linked to the common European framework of reference for languages. Such tests, however, often lack the criteria to define a practically relevant degree of proficiency in English. We approach this deficit by assessing non-native speakers' performance within a native speakers' framework. Items from two English reading assessments—the Programme for International Student Assessment (PISA) and the National Assessment (NA) for English as a foreign language in Germany—were administered to N = 427 German high school students. Student abilities were estimated by drawing plausible values in a two-dimensional Rasch model. Results show that non-native speakers of English generally underperformed compared to native speakers. However, academic track students in the German school system achieved satisfactory levels of proficiency on the PISA scale. Linking the two scales showed systematic differences in the proficiency level classifications. The findings contribute to the validation and international localization of NA standards for English as a foreign language. Practical implications are discussed with respect to policy-defined benchmarks for the successful participation in a global English-speaking society.

Language proficiency

10.1186/s40536-016-0034-2

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Citations (18)

The relationship of personality traits and different measures of domain-specific achievement in upper secondary education

Learning and Individual Differences (2018)

Jennifer Meyer Johanna Fleckenstein Jan Retelsdorf Olaf Köller

This study examined the relationship of personality traits with academic achievement, while controlling for cognitive ability. We considered two domains (Mathematics and English as a foreign language) and three achievement measures, capitalizing on a sample of N = 3637 students in upper secondary education (year 13, age M = 19.92 years) in Germany. First, we aimed to replicate previous results on grades and test scores. Second, we aimed to extend the body of research by adding final examinations—a school-based performance test—as a third measure. Our findings indicate an incremental predictive validity of personality traits for domain-specific academic achievement beyond cognitive ability. Conscientiousness predicted grades and final exams in both domains. Results for test scores were domain-specific: conscientiousness predicted mathematics test score, whereas openness was associated with English test score. Relationships with personality traits varied depending on the domain, the measure used, and the covariates included in the model.

Conscientiousness

Openness to experience

Facet (psychology)

Incremental validity

10.1016/j.lindif.2018.11.005

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Citations (64)

Modelle bilingualen Lernens

Springer eBooks (2020)

Johanna Fleckenstein Jens Møller

10.1007/978-3-658-20285-9_33

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Citations (2)

Frontline Learning Research

Frontline Learning Research (2015)

Johanna Fleckenstein Friederike Zimmermann Olaf Köller Jens Møller

In 2009, John Hattie first published his extensive metasynthesis concerning determinants of student achievement. It provides an answer to the question: “What works in school?” The present study examines how this question is answered by pre- and in-service teachers, how their beliefs correspond to the current state of research and whether they differ according to the teachers' level of expertise. Thus, it takes on a novel approach as it draws on data from two sources in the field of education -- empirical research and teachers’ beliefs -- and examines their similarities and differences. The teachers’ beliefs were elicited by asking N = 729 participants to estimate the effect sizes of several determinants of student achievement. Those were compared to the empirical effect sizes found by Hattie (2009). Profile correlations showed that expert teachers’ beliefs are more congruent with current research findings than those of novice teachers. We further examined where expert and novice teachers’ beliefs differ substantially from each other by using confirmatory factor analysis (CFA) and comparing group means in latent variables. Our findings suggest that teachers’ beliefs about school effectiveness are related to professional experience: Expert teachers showed a stronger overall congruence with empirical evidence, scoring higher in achievement-related variables and lower in variables concerning surface- and infrastructural conditions of schooling as well as student-internal factors. Results are discussed with regard to teacher-education practices that emphasize research findings and challenge existing beliefs of (prospective) teachers.

Congruence (geometry)

Empirical Research

Student Achievement

Empirical evidence

10.14786/flr.v3i2.162

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Citations (9)

Conscientiousness and Cognitive Ability as Predictors of Academic Achievement: Evidence of Synergistic Effects From Integrative Data Analysis

European Journal of Personality (2022)

Jennifer Meyer Oliver Lüdtke Fabian T. C. Schmidt Johanna Fleckenstein Ulrich Trautwein

Cognitive ability is the most powerful predictor of academic achievement. However, increasing attention is being paid to the role of personality traits in students’ academic achievement. Results indicate incremental effects beyond cognitive ability, especially for conscientiousness. Investigating the interplay of conscientiousness and cognitive ability can increase understanding of students’ academic achievement and learning. This study examined whether there are interaction effects of a synergistic or compensatory nature. We applied the approach of integrative data analysis, using four highly powered data sets with a total of 18,637 upper secondary school students in Germany to investigate this research question across four different achievement measures and three educational domains (i.e., school subjects). We used an integrative approach and pooled the results across the four samples to obtain an average estimate of the hypothesized interaction effects. Findings support a small synergistic interaction, indicating that conscientiousness moderates the association between cognitive ability and achievement. This means conscientiousness can enhance the positive effects of cognitive ability. In conclusion, results highlight the role of the type of academic measure used and the domain investigated in understanding how personality and achievement are related, providing evidence of the interplay between effort-related traits such as conscientiousness and cognitive ability.

Conscientiousness

10.1177/08902070221127065

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Citations (13)

Language as a Predictor and an Outcome of Acculturation:

Verlag Barbara Budrich eBooks (2021)

Lisa Damaschke-Deitrick Alexander W. Wiseman Johanna Fleckenstein Débora B. Maehler Steffen Pötzschke

Acculturation

10.2307/j.ctv1gbrzf4.9

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Citations (1)

Schreibkompetenzen im Fach Englisch in der gymnasialen Oberstufe

Zeitschrift für Erziehungswissenschaft (2019)

Olaf Köller Johanna Fleckenstein Jennifer Meyer Anna Lara Paeske Maleika Krüger

Zusammenfassung Produktive Sprachkompetenzen im Fach Englisch sind bislang in Deutschland nur wenig untersucht worden. Daher wurden in der vorliegenden Untersuchung mit zwei Messzeitpunkten Kompetenzen im argumentativen und sachorientierten Schreiben von N = 838 Schülerinnen und Schülern in der 11. Jahrgangsstufe des achtjährigen Gymnasiums untersucht. Zusätzlich wurden rezeptive Kompetenzen (Hören und Lesen) berücksichtigt. Mit Blick auf die Ziele der gymnasialen Oberstufe (Erreichen des Niveaus B2 des Gemeinsamen Europäischen Referenzrahmens für Sprachen; GER) konnte gezeigt werden, dass bereits ein Jahr vor Erreichen des Abiturs rund 60 % der getesteten Schülerinnen und Schüler das Niveau B2 oder höher im Schreiben erreichten. Weiterhin belegen die Analysen signifikante Kompetenzzuwächse im Laufe eines Schuljahres und zeigen deutliche Unterschiede zwischen den Profilen (sprachlich vs. naturwissenschaftlich vs. gesellschaftswissenschaftlich vs. sonstige), die die Schülerinnen und Schüler in der gymnasialen Oberstufe belegt haben; hier zeigen Jugendliche in den Sprachprofilen signifikant höhere Leistungen. Die Ergebnisse werden mit Bezug auf normative Zielvorgaben der gymnasialen Oberstufe diskutiert.

10.1007/s11618-019-00910-3

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Citations (16)