Leistungsmessung bei schriftlichen mathematischen Problemlösungen in Abhängigkeit vom Bewertungsmodell
Different models of assessment of written solutions of mathematical problems are presented in this phd-thesis. The advantages and the disadvantages of several models are discussed and evaluated.
In the context of an empirical investigation of about 350 pupils (classes 5 and 6 of secondary schools) particularly the analytic and the holistic scoring are evaluated in detail.