{"title":"More than a Lucky Guess? – Confidence-Based Multiple-Choice Questions for Worried Law Students","authors":"E. Schmid","doi":"10.5771/9783845294681-195","DOIUrl":"https://doi.org/10.5771/9783845294681-195","url":null,"abstract":"It is well-known that the learning context can greatly influence students’ motivation and engagement with a subject matter. If students approach a new class with low confidence and worry that a subject matter is inherently unintelligible, what’s the point of investing time in attending lectures, revising notes or studying with a textbook? Vice versa, if students believe that they can significantly influence their grade at the exam with the right type and amount of investment, they are more likely to engage in goal-oriented learning. Teaching European Union Law to a large group of undergraduate students, I was interested in a teaching intervention that would give students an opportunity to obtain feedback both on their learning as well as on their self-assessment skills while at the same time building their confidence and easing their worries towards a new and seemingly unpopular subject matter. I decided to use confidence-based multiple-choice tests in my compulsory 2nd year module at a British university. Confidence-based MCQ quizzes or tests not only ask students to provide the correct answer(s) but also asks them to rate their own answers according to how confident they feel about their responses. The chapter provides an overview and evaluation of my largely positive experience and reflects on the further use of confidence-based multiple-choice tests and its limitations.","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131912585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rechtsdidaktik im Kontext der Hochschuldidaktik – Beispiel für ein Lehrveranstaltungsdesign","authors":"Karin Sonnleitner","doi":"10.5771/9783845294681-180","DOIUrl":"https://doi.org/10.5771/9783845294681-180","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130817288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mehr oder weniger Praxisorientierung in der Jurist*innenausbildung?","authors":"Rudolf Mosler","doi":"10.5771/9783845294681-13","DOIUrl":"https://doi.org/10.5771/9783845294681-13","url":null,"abstract":"Walter Berka hat vor zwei Jahren bei der ersten österreichischen Rechtsdidaktik-Fachtagung im November 2014 in Salzburg zum Thema: »Die Lehre der Jurisprudenz: Bildung oder Ausbildung?« gesprochen. Er hat nachgewiesen, dass es sich dabei um keine wirklich neue Fragestellung handelt, sondern in der Geschichte dieser scheinbare oder tatsächliche Konflikt um die Ausrichtung des juristischen Studiums immer wieder aufgetreten ist. Mit seinen tiefschürfenden Überlegungen ist er letztlich zum Ergebnis gekommen, dass ein gutes Studium der Rechtswissenschaften Bildung und Ausbildung sein muss. Eine solche »legal education« umfasse die Vermittlung von Wissen und Kenntnissen ebenso wie die Schulung von Fertigkeiten und Kompetenzen und sie dürfe auch die Person des*der angehenden Jurist*in und seine*ihre Haltungen nicht aussparen, um ihren Bildungsauftrag zu erfüllen. Mein Thema hier ist »Mehr oder weniger Praxisorientierung in der Jurist*innenausbildung«. Das hat viel mit Bildung oder Ausbildung zu tun, stellt aber doch einen anderen Aspekt, eine andere Betrachtung in den Vordergrund. Man könnte es etwa so umschreiben: Berka hat die Ausrich-","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134235171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Flipped Classroom als Methode zur Förderung des Verständnisses von Rechtstexten","authors":"S. Moser, Tanja Thurner, Doris Lewalter","doi":"10.5771/9783845294681-126","DOIUrl":"https://doi.org/10.5771/9783845294681-126","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115926687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Die Entwicklung der praktischen Jurisprudenz in Deutschland","authors":"J. Hannemann","doi":"10.5771/9783845294681-254","DOIUrl":"https://doi.org/10.5771/9783845294681-254","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115408083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Forschendes Lernen in der Rechtswissenschaft","authors":"M. Frey","doi":"10.5771/9783845294681-30","DOIUrl":"https://doi.org/10.5771/9783845294681-30","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125964493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Titelei/Inhaltsverzeichnis","authors":"","doi":"10.5771/9783845294681-1","DOIUrl":"https://doi.org/10.5771/9783845294681-1","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126375726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Jurist*innen an der Schule – quo vadis?","authors":"Barbara Paesold","doi":"10.5771/9783845294681-169","DOIUrl":"https://doi.org/10.5771/9783845294681-169","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128854894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rechtliche Grenzen der Rechtsdidaktik – Zum Recht auf Didaktik und den Grenzen der Umsetzung","authors":"L. Lammers","doi":"10.5771/9783845294681-227","DOIUrl":"https://doi.org/10.5771/9783845294681-227","url":null,"abstract":"","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128122120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Constructive Alignment in der rechtswissenschaftlichen Lehre – Überprüfung und Validierung eines Fragebogens im interdisziplinären Vergleich","authors":"Ines Deibl, Jörg Zumbach, V. Geiger, C. Neuner","doi":"10.5771/9783845294681-60","DOIUrl":"https://doi.org/10.5771/9783845294681-60","url":null,"abstract":"In der akademischen Lehre variieren unterschiedliche Formate von Lehrveranstaltungen und auch die Formate von Prüfungen weisen mitunter eine große Heterogenität auf. In der Didaktik thematisiert die Relation zwischen Lehrzielen, (fach-)didaktischen Methoden und Prüfungsmodalitäten das sogenannte »Constructive Alignment«. Zur Erfassung dieses Konstrukts wurde für die in diesem Beitrag dargestellte Studie ein Fragebogen entwickelt, der valide genug sein sollte, um die Abstimmung zwischen Inhalten von Studiengängen, deren Methoden und Prüfungen zu erfassen. Dieser Fragebogen wurde in abstrahierter Form für die Bewertung ganzer Studiengänge gestaltet. Mithilfe einer adaptierten Skala von Zumbach,","PeriodicalId":160015,"journal":{"name":"Rechtsdidaktik zwischen Theorie und Praxis","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131426594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}