Lernstandsdiagnostik bei funktionalem Analphabetismus

Abstract

This study starts from a dilemma which has been observed in adult basic education. On the one hand the use of assessments is regarded as supportive in order to determine in detail the learning needs of adults. On the other hand it is to be expected that persons with experiences of performing inadequately show justified anxieties or resistances in connection with test situations. I have chosen a research approach, which follows Holzkamp’s concept of a subject-scientific learning theory (1995), because it helps to focus on individual reasons for action strategies in situations of assessment. As a result from the analysis, a subject-logical definition of test situations and an empirically based model are presented. They are able to explain the practical and subjectively reasoned acceptance in assessment situations by functionally illiterate persons.