What makes a good task? Competence-oriented tasks – a systematic review

Theme 5   Miscellaneous.

Secondary school seachers.
Researchers and academics.

What makes a good task?

Competence-oriented tasks – a systematic review

Tasks play a central role in lessons. Current studies in the field of economics education show that many tasks primarily ask for factual knowledge. The goal of competence-oriented teaching is often opposed to tasks and teaching material that do not meet this requirement.

We underlined that in a systematic review. Thereby 1725 English and German publications from 2005 to 2020 were considered, and 52 were examined in detail. The PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used to document the literature research.

To address both target groups – secondary school teachers and researchers in economics education – the contribution explains, on the one hand, the methodological approach and the opportunities and challenges of the systematic review as one the other hand presents the results of the systematic review. Developments in lower secondary education are mainly taken into account.

As a teacher in a lower secondary school and PhD student, I consider the topic of competence-oriented tasks from both perspectives. On sample tasks, the results and research gaps – especially in language-sensitive teaching, gender sensitivity, socio-economic status, and differentiated learning – can be discussed. Finally, initial suggestions for your lessons can be taken with you.

Presented by: Gross Anselm (1, 1) and Michael Weyland

Lecture (20 min)

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