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Proficient beyond borders: assessing non-native speakers in a native speakers’ framework ...
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German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills ...
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Proficient beyond borders: assessing non-native speakers in a native speakers’ framework
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In: Large-scale assessments in education 4 (2016) 1, S. 1-19 (2016)
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German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills
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In: Science education 100 (2016) 5, S. 903-922 (2016)
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Abstract:
National and international large-scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is still sparse, especially in science and its subdomains biology, chemistry, and physics. However, policy decisions for the improvement of educational quality based on LSA can only be helpful if valid information on students’ achievement levels is provided. In the present study, the nature of the measurement instruments based on the German Educational Standards in Biology is examined. On the basis of data from 3,165 students in Grade 10, we present dimensional analyses and report the relationship between different subdimensions of biology literacy and cognitive covariates such as general cognitive abilities and verbal skills. A theory-driven two-dimensional model fitted the data best. Content knowledge and scientific inquiry, two subdimensions of biology literacy, are highly correlated and show differential correlational patterns to the covariates. We argue that the underlying structure of biology should be incorporated into curricula, teacher training and future assessments.
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Keyword:
Achievement measurement; Baden-Württemberg; Bayern; Berlin; Bildungsstandards; Biologieunterricht; Biology lessons; Cognitive competence; Correlation; ddc:370; Deutschland; Education; Educational standard; Empirical study; Empirische Bildungsforschung; Empirische Untersuchung; Erziehung; Fachdidaktik/mathematisch-naturwissenschaftliche Fächer; Factor analysis; Faktorenanalyse; Germany; Hessen; Inhaltsbezogenes Lernen; Kognitive Kompetenz; Korrelation; Language skill; Leistungsmessung; Lesekompetenz; Linguistic Competence; Measurement instrument; Messinstrument; Naturwissenschaftliche Kompetenz; Naturwissenschaftliches Denken; Nordrhein-Westfalen; North Rhine-Westphalia; North-Rhine Westphalia; Performance measurement; Pupil; Pupils; Reading competence; Sachsen; Saxony; Schleswig-Holstein; School year 10; Schüler; Schülerleistung; Schul- und Bildungswesen; Schuljahr 10; Sprachkompetenz; Standards; Teaching of Biology; Thüringen
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URL: https://www.pedocs.de/volltexte/2017/12690/
https://www.pedocs.de/volltexte/2017/12690/pdf/Kampa_Koeller_2016_German_national_proficiency.pdf
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-126908
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ...
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
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In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
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Denken und Verstehen beim naturwissenschaftlichen Problemlösen. Eine explorative Studie ... : Students plan and evaluate an experiment. Thinking and understanding during scientific problem-solving ...
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Denken und Verstehen beim naturwissenschaftlichen Problemlösen. Eine explorative Studie ; Students plan and evaluate an experiment. Thinking and understanding during scientific problem-solving
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In: Zeitschrift für interpretative Schul- und Unterrichtsforschung 2 (2013), S. 58-86 (2013)
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Der Wortschatz als Schaltstelle des schulischen Spracherwerbs ...
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Der Wortschatz als Schaltstelle des schulischen Spracherwerbs
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 14 (2009) 27, S. 33-52 (2009)
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