Conducting studies for evidence-based teaching

How teaching and learning can be improved through collecting data

Current developments in higher education highlight the importance of evidence-based practice as a way of linking research and practice in teaching. These developments ground in the idea that empirical evidence should constitute one vital source of knowledge and information for lecturers. In this Refresh Teaching event we will hear from lecturers which integrated an educational research into their teaching to find out more about how their educational practices impacted the learning of students in the lecture hall.


  • Dr. Guillaume Schiltz is Educational Developer (Lehrspezialist) at the Department of Physics. Where he focusses on  advising and supporting teachers in educational issues and in using computer based learning technologies as well as quality assurance and enhancement of learning and teaching and also on initiating and coordinating teaching/learning projects at the department He will present the experiences and findings made by using the CLASS (Colorado Learning Attitudes about Science Survey) to investigate Change in students’ attitudes of learning physics in the live sciences.
  • Dr. Menny Akka Ginosar is a senior scientist at the Department of Mathematics. He will share the experience he and his fellow lecturers made with their In-Class Formative Assessment in an Introductory Calculus Class and Large-scale flipped classroom with a single lecture -scenario. The focus will be on the use of an audience response system (“clickers”) in an introductory math course. First in terms of practical usage and in terms of answer distributions, test-theoretical properties and clustering of questions. Secondly in the potential of well-designed threads of single and multiple-choice questions to check the understanding and learning objectives, but also to foster deeper learning.

Recording of the event

Zoom-Recording of the event



Chat protocoll

Christian Sailer an Alle : Did you have qualitative feedback regarding attitudes?
Karin Brown an Alle : Thanks for that question Johannes. @Guillaume I was going to ask something similar. I have read research that suggests it is important to explicitly plan what the desired change should look like and to deliberately include activities that help achieve this change. If there weren’t any explicit teaching efforts made to achieve a change in attitude, the I am not entirely surprised by your results. (Apologies if I missed something in your presentation).
Guillaume Schiltz an Alle : @Karin: please have a look at our LT-Fair presentation. We changed a lot in our lecture, practically redesigned it from scratch according to well-established didactical principles 😉
Gerd Kortemeyer an Alle : The CLASS survey and the earlier MPEX are based on qualitative student statements, i.e., the surveys are a “compressed” version of common qualitative student statements. The normal result is that university physics instruction results in significantly less expert-like attitudes and expectations. In that respect, strangely, not having caused significant damage is a big achievement.
Karin Brown an Alle : Will do, thanks.
Philipp Emch an Alle :
Julia Kehl an Alle :
Johannes Meuer an Alle : Thanks for al the presentations and for organizing!