quop: Learning Progress Assessment in Schools

Cooperative Project with the University of Münster

The web-based platform Quop (www.quop.de) has been created as a tool for teachers to assess students' learning progress in reading and mathematics for grades 1-6 at regular intervals throughout the school year. This assessment is designed to be objective, reliable, valid, and practical.

A primary focus of our research is the ongoing development of the platform to enhance assessment-based and adaptive support in these essential areas of learning within the school setting.

Our subprojects include: 

a) the further development of test series, 

b) the analysis of learning trajectories, 

c) the design of appropriate feedback for teachers and students, and 

d) the evaluation of corresponding advancements.

Reading Videos (ReVi)

Teachers regularly make judgments about their students’ characteristics, both formally and informally. The Reading Videos (ReVi) project explores three main areas: (a) the accuracy and development of preservice and in-service teachers’ judgments about their students' cognitive and motivational traits, (b) the factors that may influence the accuracy of these judgments over time, and (c) the impact of accurate and inaccurate teacher judgments on students’ learning progress, along with any potential mediating variables involved.

Knowledge test for student teachers

This project involves the development of a test instrument designed to efficiently, reliably, and theoretically assess the declarative and procedural educational-psychological knowledge of student teachers. The goal is to create a concise and practical tool that can be utilized in studies examining educational-psychological knowledge alongside other variables. Unlike existing tests, which are often lengthy and require significant time, this instrument aims to offer a more time-efficient option for both administration and scoring.
The development of the test follows the opportunity-use model (Helmke, 2009) and draws from established instruments used for assessing educational-psychological knowledge, as well as core content from relevant educational psychology textbooks. The resulting instrument is intended for research on the professional competence of prospective teachers and for evaluating courses and professional development programs in teacher education.

Reading Athletes – With “PS” into the Schools

Cooperation project with the University of Münster

As part of the project Reading Athletes – With “PS” into Schools, preservice teachers were trained to become experts in differentiated reading instruction using the program “Der Lese-Sportler”. The training took place over two consecutive university courses just before the students started their practical semester.
During their school placement, the student teachers were expected to gain hands-on experience by implementing reading interventions with small groups of students.

The project not only examines the development of the preservice teachers' professional competencies but also the learning progress of the students they work with. Furthermore, it investigates the potential of this instructional concept in transferring and implementing evidence-based intervention programs into school practice.

Learning Progress Assessment in Mathematics Education (LiME)

Cooperation project with the IPN Kiel (Prof. Dr. Daniel Sommerhoff)

The LiME project aims to enhance the quop mathematics assessments for primary education. Building on a didactically informed competence model and empirical findings, the new test series are designed to capture predictively relevant sub-competencies—such as number representations and numerical relationships, arithmetic operations and conceptual understanding of operations, as well as everyday measurement concepts—in a differentiated manner. The results are provided to teachers as competence profile–based feedback.

In addition to validating the psychometric properties of the newly developed test series, the project will also evaluate their effectiveness and practical application in mathematics instruction.