Systematische Literaturrecherche zur Nutzung von standardisierten Leistungstests im Unterricht

Abstract

Standardized achievement tests are mainly established within the framework of  (inter)national educational monitoring in the German education system. In addition, they also offer the opportunity to provide teachers with important feedback on the learning progress of their progress and thus influence the design of lessons. This paper presents a systematic literature review on the formative use of standardized achievement tests in the school or classroom context. For this purpose, a database search was carried out using the PSYNDEXplus, FIS Bildung, ERIC and Academic Search Elite databases. It was possible to categorize three areas of application of standardized tests in a formative context, for the early detection of school career risk (1), for checking the effectiveness and predictive power of student performance (2) and for preparing for summative standardized achievement tests (3). The results show that standardized achievement tests and formative assessments are increasingly computer-based and thus automated and time-effective in order to relieve teachers in performance diagnostics. The results imply that teachers have professional deficits in the use and analysis of (digital) test and assessment data. Based on the current state of research, the focus of classroom performance assessment is prospectively more likely to be on various methods and modes of formative assessment than on the explicit use of standardized achievement tests.