Der Einsatz von Online Self-Assessments zur Eignungsabklärung in der Lehrkräftebildung und wie Studierende sie wahrnehmen: Eine Mixed-Methods-Programmevaluation

Abstract

This article examines the genesis (in terms of education policy) of the use of online self-assessments for aptitude assessment in teacher education, which have been recommended by the Kultusministerkonferenz (KMK) since 2013. Even though numerous publications on the different test procedures exist, a (programme) evaluation has not yet been carried out. The data in this study was obtained in a mixed-methods design which consists of expert interviews with contact persons at teacher education universities (n = 14) and a cross-sectional survey of first-semester students of various teaching professions (n = 3 888). A controversial picture emerges: the space given by the KMK in the design leads to only very limited comparability of the OSAs used. On the other hand, it can be stated that OSAs might have a positive desired effect when students complete them voluntarily. If they are instead required to participate, the consequence is that OSAs tend to be forgotten or remembered as a "chore" with possibly no self-esteem-supporting feedback.