Abstract
Internally differentiated instructional tasks are a strategy to handle the heterogeneity of learners’ individual knowledge levels. The use of differentiated learning tasks can make an important contribution to teaching/learning management in order to efficiently promote the individual competency development of students. This paper covers the first formative evaluation results of implementing an inner differentiation approach covering instructional tasks in the basics of programming in an engineering bachelors’ degree program.
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Notes
- 1.
In reference to their motivation.
- 2.
These numbers indicates that task sheets 4 and 8 are subject of two weeks each, whereby all lessons including preparation have been evaluated (see Table 1). Information on the version are based the one that was finally chosen.
- 3.
The decision between \( \chi ^2 \) and LR is based on [5].
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Acknowledgement
The present work as part of the EVELIN project was funded by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung) under grant number 01PL17022B. The authors are responsible for the content of this publication.
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Gold-Veerkamp, C., Klopp, M., Stegmann, P., Abke, J. (2019). An Evaluation of Competency-Oriented Instructional Tasks for Internal Differentiation in Basics of Programming. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 917. Springer, Cham. https://doi.org/10.1007/978-3-030-11935-5_74
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