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.
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