Design and Evaluation of a Questionnaire to Measure Long-term Learning Success

Effective teaching should aim for students to remember the taught knowledge and skills for a very long time. The common examination methodologies like written or oral exams at the end of a semester however encourage students to maximize their short-term success in the exams and therefore also their short-term learning results. This paper introduces a questionnaire that measures long-term learning success and helps to identify didactic features that foster the sustainable learning achievements. A case study then demonstrates the design and statistical evaluation of a questionnaire. Activating methods and the right communication in respect to exam relevant and exam irrelevant lesson contents turn out to be crucial factors for a long-term learning success.

13.12.2010 | Carola Schulz (Karlsruhe)