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Dirk Richter Eurasian Educational Dialogue , Jaroslawl 18.04.2013

Monitoring student achievement in Germany: The role of national educational standards in large-scale assessments. Dirk Richter Eurasian Educational Dialogue , Jaroslawl 18.04.2013. Empirical Shift in Response to the „PISA Shock“.

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Dirk Richter Eurasian Educational Dialogue , Jaroslawl 18.04.2013

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  1. Monitoring student achievement in Germany: The role of national educational standards in large-scale assessments Dirk Richter Eurasian Educational Dialogue, Jaroslawl 18.04.2013

  2. Empirical Shift in Response to the „PISA Shock“ PISA 2000: Percentage of students at each proficiency level on the reading scale • Need toimproveacademicperformanceofstudentsacrossliteracydomains • Need todiminishdisparitiesforethnicandsocialgroups • Need tocreate a more flexible and open educationalsystem

  3. ShiftfromInput-basedtoOutput-basedAccountability Intended curriculum Implemented (actual) curriculum Effective curriculum State-curricula School books Studentachievement Instruction Output (Outcome) Input Process

  4. Actions to Improve the German Educational System • Establishment of national educational standards in primary and secondary education • National concept on educational monitoring • Foundation of the Institute for Educational Quality Improvement in Berlin

  5. Actions to Improve the German Educational System • Establishment of national educational standards in primary and secondary education • National concept on educational monitoring • Foundation of the Institute for Educational Quality Improvement in Berlin

  6. Educational Federalismin Germany States determine…. • theschoolcurricula • thesubjectsandnumbersofhoursofeachsubject • durationofschooling (4 or 6 years in primaryschool) • numberofschooltypes • defineschoolleavingexams • …

  7. National Educational Standards in Germany • Enacted in 2003/ 2004 for core subjects (mathematics, German, first foreign language, science) by the Standing Conference of the Ministries of Education (KMK) • Standard do not replace but they supplement state curricula • Implementation is mandatory for all 16 states • Standardized assessment schemes at the end of primary and secondary school

  8. National Educational Standards in Germany • describe the domain-specific competencies that should be acquired the end of • primary school (grade 4), • secondary school (grade 10) • upper secondary school (grade 12) • specify competencies by can-do statements • represent the core elements of knowledge in the subject domains

  9. Content Domains in Mathematics

  10. Educational Standards in Mathematics : Domain Numbers andOperations Grade 4: • Studentsundertstandthesystemofdecimalnumbers. • Studentscanrepresentnumbersupto 1.000.000 andputthemintorelationstoeachother. • Stundentsunderstandthefourbasicarithmeticoperationsandtheirinterrelations. Grade 10: • Studentsrepresentnumbersaccordingtothesituation, i.e. asdecimal power. • Studentsroundresults in contextsappropriately. • Studentsapplycaluclusofpercentagesandinterestappropriately.

  11. Actions to Improve the German Educational System • Establishment of national educational standards in primary and secondary education • National concept on educational monitoring • Foundation of the Institute for Educational Quality Improvement in Berlin

  12. National Concept on Educational Monitoring • Continuedparticipation in international studentachievementtests (PISA, PIRLS, TIMSS) • National sample-basedassessmentofeducationalstandards in all 16 federalstates • 2011: German andmathematics (primaryschool) • 2012: Mathematicsandscience (secondaryschool) • 2015: German and First foreignlanguage (secondaryschool) • National state-widetestof all students in grade 3 (German andmathematics) and 8 (German, mathematics, English/French) • National report on education (biannually)

  13. Comparisonof Student Achievement Tests in Germany

  14. Comparisonof Student Achievement Tests in Germany

  15. Comparisonof Student Achievement Tests in Germany

  16. Sample-based State Comparison Tests • Reports on theaverageachievement in coresubjects in eachstate • Informsthe 16 educationministersaboutstrengthsandweaknesses in theirsystems • Test cannotidentifythecausesfortheresults • Test ofprimaryschoolstudents in 2011 in reading, listeningandmathematics • 27000 studentsof 1350 schoolswereinvolved • 80-120 schools in eachstate

  17. Major Findingsofthe 2011 State Comparison Test • About 66% ofthestudentsmastertheeducationalstandards in reading, 74% in listeningand 68% in mathematics • Students in Baviaria, Saxony, Saxony-Anhalt andThuringiareachlevelsaboveaverage in reading • Strong interrelationbetween SES ofparentsandthecompetenceofthechildren – but itdiffersbetweenfederalstates • Childrenwithmigrationbackgroundperformmuchmorepoorlythanchildrenwithoutmigrationbackground • Studentswhoseteachersstudiedmathematicsperformedbetterthanstudentswhoseteachersdid not studythesubject

  18. Results in Reading for Bavaria and Berlin Percentages

  19. State ComparisonTest 2011 in Grade 4:Results in Reading

  20. Consequencesofthe State Comparison Test 2011 Standing Conference ofthe 16 ministersofeducationagreedto • Reducetheproportionoflow-achievingstudentsandincreasethenumberofhigh-achievers. • Evaluatetheprogramsforlanguageandreadingliteracyandcontinuetheirimprovement. • The statesincreasetheirefforts in teachereducationand professional developmentofteachers.

  21. Actions to Improve the German Educational System • Establishment of national educational standards in primary and secondary education • National concept on educational monitoring • Foundation of the Institute for Educational Quality Improvement in Berlin

  22. The Institute of Educational Quality Improvement (IQB) • National institutefundedbythe 16 federalstates • Housedat Humboldt University Berlin • Responsibilities • Developandrevise national standards • Developtestinstrumentstoassess national standards • Support implementionprocess • National reporting on comparisontests • Establish a datawarehouseforsecondarydataanalysis

  23. Challengesof National Testing in Germany • Student achievementtestshavebeenimplemented in a short time period • teacherswere not sufficientlytrainedtomakeuseofthetestdata • teachershardlyusethetestdataforinstuctionaldecisions • Test resultshavenoconsequencesforschoolsorteachers (low stake tests) • Tests measurecross-sectionally in selected grade levels They do not provideinformationaboutstudents‘ development

  24. Thankyouforyouratten n Dr. Dirk Richter E-Mail: dirk.richter@iqb.hu-berlin.de

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