Assessment of heterogeneous learning conditions in religious education

今天，评估能力被认为是教师专业知识的核心组成部分。除教学、教育和创新外，德意志联邦共和国教育和文化事务部长常设会议的专业标准将评估和咨询确定为以专业方式处理学校多样性的关键能力。教师应该能够正确地评估学生的个体学习状况、学习过程中的困难、学习进度和结果，以采取适当的教学措施。虽然在教育科学，特别是学科教学论中，近年来提出了大量关于教师评估能力的研究，但在宗教教学学方面，只有很少的研究主要涉及宗教教育教师的诊断能力，或将其作为其专业知识的部分能力进行审查。拟议的项目旨在促进宗教教育学中关于宗教教育教师评估能力的研究。将调查教师在宗教教育中是否、如何和以什么目的评估学生，他们的专业知识的哪些方面是相关的，他们的判断是否正确，以及正确的评估是否与更高的宗教教育教学质量有关。为了达到研究目标，将采用混合方法设计。一方面，宗教教育教师将被问及他们在宗教教育评估方面的想法和做法，以及他们的专业知识，使用以问题为中心的访谈。另一方面，受访教师被要求使用定量问卷评估他们学生的学习状况。这些调查将同时进行，学生将使用问卷调查，以确定判断的准确性及其与学生所认为的教学质量的相关性。此外，定性和定量结果将在解释上相互关联，以重建专业知识、评估和教学质量之间的联系。该项目的研究成果具有一定的理论、实证和实践意义。在理论层面上，它们有助于更好地理解宗教教育中的评估能力。在经验层面上，它们有助于确定宗教教育评估的典型过程和盲点，并反思其与教学的相关性。在实践层面上，可以得出在宗教教育教师培训中提高评估能力的结果。

Today, assessment competency is considered a central component of teachers’ professional knowledge. In addition to teaching, educating and innovating, the professional standards of the Standing Conference of the Ministers of Education and Cultural Affairs in the Federal Republic of Germany identify assessment and counselling as critical competencies for dealing professionally with diversity in schools. Teachers should be able to correctly asses the individual learning conditions of their students, difficulties during the learning process, learning progress, and results to react to them with appropriate teaching measures. While in the educational sciences as well as in particular subject didactics, a multitude of studies has been presented in recent years that examine the assessment competency of teachers, there is only a little research in the didactics of religion that deals mainly with the diagnostic competency of religious education teachers or examines it as a partial competence of their professional knowledge. The proposed project aims to advance research in the didactics of religion on the assessment competency of religious education teachers. It will be investigated whether, how and with what aim teachers assess students in religious education, which aspects of their professional knowledge are relevant, whether their judgements are correct and whether correct assessments are associated with higher teaching quality in religious education. To achieve the research goals, a mixed-methods design will be used. On the one hand, religious education teachers will be asked about their ideas and practices regarding assessment in religious education and their professional knowledge using problem-centered interviews. On the other hand, the interviewed teachers are asked to assess the learning conditions of their pupils using quantitative questionnaires. These will be collected in parallel using questionnaires for the pupils to determine the accuracy of the judgements and their correlation with the quality of teaching as perceived by the pupils. Further, the qualitative and quantitative results will be interpretatively related to each other to reconstruct connections between professional knowledge, assessment and teaching quality. The results of the project are of theoretical, empirical and practical significance. On a theoretical level, they contribute to a better understanding of assessment competency in religious education. On an empirical level, they help to identify typical processes and blind spots of assessment in religious education and to reflect on their relevance for teaching. On a practical level, consequences can be drawn for promoting assessment competency in the training of religious education teachers.