Designing Didactic Orders for Written Examinations - A Topic for the Didactic Training of Teaching Staff in the Engineering Sciences

Abstract

The study deals with the conscious use of the medium “language” in the design of vocational teaching/learning processes in order to make the examination and assessment process of learning outcomes more transparent and appropriate. For this purpose, the study focuses on the use of tasks in written examinations in teaching/learning processes and in particular on the operators used in these. The question will be investigated as to whether the teaching of operator meanings and the actions required with them leads to an improvement in the results of processing and the understanding of tasks among teachers and learners. To answer the question, a quasi-experimental intervention study in pretest posttest design with one experimental and control group (n = 42) was carried out. Finally, conclusions are derived for the development of a mutual understanding of the tasks among teachers and learners as well as for the pedagogical-practical activity in engineering sciences.