Abstract
The analysis of students’ learning products enables a behavioral diagnosis of cognitive learning strategies and provides new information for the evaluation of learning activities. The current study aims to analyze whether organization and elaboration strategies can be measured reliably in learning products and can be validated by learning success. With a newly developed coding scheme 229 lecture summaries of 24 student teachers were examined by different high-inferent categories, which enable an efficient evaluation of the learning products. For deeper insights, 94 lecture summaries of 10 students with either high or low learning success were analytically rated by means of low-inferent categories. Overall results show an interrater reliability that is substantial for high-inferent categories and very good for low-inferent categories. Significant correlations between the usage of learning strategies for the learning products and learning success (exam grades) could be found. Students with high learning success used learning strategies of nearly all categories more frequently as those with low learning success. Limitations and potentials of the approach for diagnosing and evaluating self-regulated learning processes are discussed.
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