An important aspect of the Bologna process can be seen in the demand to focus study and teaching on competencies instead of knowledge transfer. In contrast to the predominantly completed organizational rearranging of the study programs, this aspect could not be implemented consistently in the universities, as difficulties seem to arise especially in the assessment of competencies. In our point of view, for dealing with competencies, particularly the portfolio method is interesting. With the help of a portfolio, learners receive a tool with which they can document their learning process. However, the portfolio method has a direct influence on the learning situation in which the reflections with the learning process but also the mutual feedback plays an important role. In our contribution we want to demonstrate actual variants of use.
Der vorliegende Beitrag stellt Ergebnisse zum selbstregulierten und kooperativen Lernen aus zwei vom Institut für Schulentwicklungsforschung der Universität Dortmund durchgeführten Studien vor. Es handelt sich um die deutschen Ergebnisse der Second Information Technology in Education Study – Module 2 (SITES M2) der International Association for the Evaluation of Educational Achievement (IEA) und der Evaluation des Modellversuchs „Selbstlernen in der gymnasialen Oberstufe – Mathematik (SelMa)“.
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