MultiTex

Process-based assessment of multiple documents comprehension

(Multiple Documents Literacy)

In the project MultiTex, a computer-based instrument to assess the competence of text comprehension with multiple documents (multiple documents literacy, MDL) of university students is developed and validated. A special methodological focus lies in the usage of additional process-based diagnostics. Accordingly, in this project process-based measures are used, first, as additional diagnostic information; second, in order to identify strategies of processing multiple documents; and third, to test theories of multiple text comprehension.

The aims of the present project can be characterized as follows:

  1. Development of a theoretically sound computer-based test of multiple documents literacy (MDL)
  2. Analysis of processes of multiple text comprehension for advanced diagnostics
  3. Construct validation of the MDL text with two cohorts of university students of two subject groups at two locations
  4. Empirical test of assumptions of theories of multiple documents comprehension

Prof. Dr. Cordula Artelt

University of Bamberg

Dr. Cornelia Schoor

University of Bamberg

Dr. Kathrin Lockl

Leibniz Institute for Educational Trajectories Bamberg

Prof. Dr. Hans-Günther Roßbach

Leibniz Institute for Educational Trajectories Bamberg

Dr. Ulf Kröhne

DIPF Frankfurt a.M.

Prof. Dr. Frank Goldhammer

DIPF Frankfurt a.M.

Nina Mahlow, M. Sc.

Leibniz Institute for Educational Trajectories Bamberg

Dr. Carolin Hahnel, M. Sc.

DIPF Frankfurt a.M.

Publications

So far there are no publications.

Conference contributions

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2018). Representing Attention to Source Information with the Aid of Process Indicators from an Assessment of Multiple Document Comprehension. Paper presented at the 51st Congress of the Deutsche Gesellschaft für Psychologie (DGPs), 15.-20.09.2018, Frankfurt, Germany.

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kröhne, U., & Goldhammer, F. (2018). Task models in multiple document comprehension. Paper presented at the EARLI SIG 2 conference, 27.-29.08.2018, Freiburg, Germany.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Domain-related epistemic beliefs and their relation to multiple document comprehension. Paper presented at the 2018 Annual Meeting of the Society for Text & Discourse, 17.-19.07.2018, Brighton, UK.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2018). Validating Process Indicators of Accessing Source Information Constructed from an Assessment of Multiple Document Comprehension. Paper presented at the Conference of the International Test Commission (ITC), 02.-05.07.2018, Montreal, Canada.

Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). The relationship of achievement goal orientations and multiple document literacy: A variable-centered and person-centered approach. Poster presented at the 2018 Annual Meeting ot the American Educational Research Association (AERA), 13.-17.04.2018, New York, USA.

Kröhne, U., Artelt, C., Goldhammer, F., Hahnel, C., Mahlow, N., & Schoor, C. (2018). Formale Definition von Indikatoren aus Log-Daten am Beispiel eines computerbasierten Tests zur Erfassung von Multiple Document Literacy. Paper presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2018, Basel, Schweiz.

Mahlow, N., Schoor, C., Hahnel, C., Kröhne, U., Artelt, C., & Goldhammer, F. (2018). Zum Zusammenhang von epistemischen Überzeugungen und kognitiven Anforderungen von Multiple Documents Literacy. Poster presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2018, Basel, Schweiz.

Schoor, C., Hahnel, C., Artelt, C., Kröhne, U., & Goldhammer, F. (2018). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Paper presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17.02.2018, Basel, Schweiz.

Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., & Artelt, C. (2017). Lassen sich theoretisch angenommene Prozesse im multiplen Textverstehen auch empirisch wiederfinden? Paper presented at the 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2017, 13.-15.03.2017, Heidelberg.

Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Artelt, C., Reimann, D., Lockl, K., & Roßbach, H.-G. (2016). Using process data from log files to explain measures of multiple documents literacy (MDL). Paper presented at the EARLI SIG 27 conference, 29.11.-01.12.2016, Oulu, Finland.

Schoor, C., Artelt, C., Reimann, D., Hahnel, C., Kröhne, U., & Goldhammer, F. (2016). Development of a test assessing multiple document comprehension of university students. Paper presented at the MDL workshop, 14.-15.11.2016, Paris, France.