Tasks and standards play a major role within recent attempts to improve quality in education, like, for example, PISA (Program for International Student Assessment). Within this book, first, the relationship between instructional psychology, educational standards, and task-related learning research is outlined. Then a theoretical model of task attributes, which are relevant for learning, is depicted. Based on certain task attributes (e.g., task complexity and sequencing), two experimental studies are conducted in order to test task effects on learning and motivation. Results showed that effects of tasks varied in respect to task contexts and personality characteristics of the learner. Within an exploration study, using LISREL, a theory of emotional processes was tested in order to find emotional standards for reading. Within a section of application, it is shown how task-related research could be used to design self-regulated learning materials and activities, which support teaching. Finally, standards for educational practices (web-based teacher education) are formulated and discussed.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2007. 113 pp., num. tables and graphs
Contents: Hermann Astleitner: Introduction: Tasks and standards in learning and instructional psychology – Hermann
Astleitner: Theory: Designing task-based learning sequences. A categorical model of task attributes – Hermann Astleitner/Hans-Jörg
Herber: Effects of task sequencing on learning and motivation – Hans-Jörg Herber/Éva Vásárhelyi/Karl-Josef Parisot/Hermann
Astleitner: Task complexity and trait-treatment-interactions in learning mathematics. A quasi-experiment – Hermann Astleitner/Taher
Farahat: Finding emotional standards for reading. An exploration study using LISREL – Hermann Astleitner/Iwan Pasuchin: Increasing
effectiveness of instruction and reducing pressure for teachers by self-regulated learning – Hermann Astleitner/Jean-Luc Patry:
Standards in web-based teacher education.