The VEMINT-Test: Underlying Design Principles and Empirical Validation

Reinhard Hochmuth (1) , Marcel Schaub (2) , Andreas Seifert (3) , Regina Bruder (2) , Rolf Biehler (3)

1 Leibniz Universität Hannover=Leibniz University Hannover
2 TU Darmstadt - Technische Universität Darmstadt - Technical University of Darmstadt
3 University of Paderborn

VEMINT (Virtual Entrance Tutorial for the STEM subjects), a joint project by researchers from the universities of Darmstadt, Kassel, Paderborn and Hannover, has worked on material and course-designs for bridging courses for more than 15 years. In recent years, VEMINT has focused on the development of a psychometrically validated test to provide students with appropriate hints for the use of material and to evaluate the impact of teaching and learning activities. In this paper, we present elements of the test, which are based on ideas from Feldt-Caesar (2017), who combined cognitive activity and action control theoretical approaches in the development of a three-dimensional competence structure model, and on Anthropological Theory of Didactics, to explain content-related differences between dimensions of the model. Validating Rasch-analyses show that, in accordance with the design ideas, a three-dimensional Rasch-model fits with empirical data.

Keywords: Bridging course; diagnosis; transition; calculus; Rasch-Analysis

Domains: Mathematics [math]; Education

Reinhard Hochmuth, Marcel Schaub, Andreas Seifert, Regina Bruder, Rolf Biehler. The VEMINT-Test: Underlying Design Principles and Empirical Validation. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02422641⟩