Analyse der Aufgaben zur Evaluation der Bildungsstandards in Physik - Differenzierung von schriftsprachlichen Fähigkeiten und Fachlichkeit

Abstract

Die Daten für die hier präsentierten Analysen stammen aus dem Projekt ManKobE ("Mathematisch-naturwissenschaftliche Kompetenzen in der beruflichen Erstausbildung"), das aus Mitteln der Leibniz-Gemeinschaft gefördert wird (Förderkennzeichen: SAW−2012-IPN−2). ZusammenfassungBei der Evaluation der Bildungsstandards in den naturwissenschaftlichen Fächern sieht das Itemdesign vor, benötigtes Vorwissen innerhalb der Testung vorzugeben und damit auch im Sinne einer Kompetenzorientierung Umgang mit Fachwissen zu evaluieren. Dies setzt voraus, dass die Schülerinnen und Schüler die Informationen angemessen rezipieren. Es wird daher angenommen, dass schriftsprachliche Fähigkeiten eine zentrale Rolle für die Erfassung physikbezogener Kompetenzen in Leistungstests spielen, zumal einige Items schriftliche Antworten verlangen. Der vorliegende Beitrag geht daher der Frage nach, in welchem Umfang schriftsprachliche Fähig-keiten im Zusammenhang mit den Ergebnissen der Evaluation der Bildungsstandards im Kompetenzbereich Umgang mit Fachwissen des Fachs Physik steht. Die Studie zeigt an einer Stichprobe von N = 1961 Auszubildenden mittels Vergleich logistischer Modelle auf, dass die Items der Bildungsstandards von schriftsprachlichen Fähigkeiten beeinflusst werden. Ferner wiesen Items mit offenem Format im Mittel eine höhere Itemschwierigkeit auf im Vergleich zu Items mit geschlossenem Format, wobei sich eine Interaktion zwischen Antwortformat und schriftsprachlichen Fähigkeiten andeutet. 764 H. Härtig et al. 3Schlüsselwörter Evaluation der Bildungsstandards · Kompetenztests · Schriftsprachliche Fähigkeiten · Antwortformate Analyses of the tasks for evaluating the educational standards in physics -Differentiation between written language proficiency and content knowledgeAbstract Within the evaluation of National Educational Standards in science education all items provide information required for the answer. The items thereby are also competency-based. We assume that general language proficiency plays a central role in order to assess achievement in physics since some answers require an open response. Thus, this paper addresses the question to what extent general language proficiency can affect the results of the evaluation of the educational standards in physics education for the competence content knowledge. Drawing on a sample of N = 1961 vocational trainees first, it is shown that the National Educational Standards items are affected by general language proficiency to a relevant degree. Furthermore, items in open response format are more difficult than items in a closed response format, with a slight interaction between response format and general language proficiency.

Mathematics and science proficiency of young refugees in secondary schools in Germany

“…Highly educated parents with prestigious jobs, high income and strong social networks typically have more economic, cultural, and social resources available to support the educational success of their children (e.g., Feinstein, Duckworth, & Sabates, 2008). Moreover, profi ciency in the language of instruction is crucial for acquiring new competencies in school (Kempert et al, 2016;Prevoo et al, 2016;, including knowledge and skills in mathematics and the natural sciences (e.g., Härtig, Heitmann, & Retelsdorf, 2015). The pivotal role of language in science learning is refl ected in the strong relationship between reading profi ciency and science achievement (e.g., Cromley, 2009).…”

Language in science performance: do good readers perform better?

“…To avoid confounding effects, we only included items with closed-response formats. Open-response formats were excluded due to the additionally required productive language skills (Brown and Hudson 1998) and due to the effects of response formats on performance (DeMars 2000;Härtig et al 2015;Reardon et al 2018). Furthermore, items with pictures were excluded, because it is known that processing texts with pictures may have favorable effects on reading comprehension (Carney and Levin 2002;Mayer 1989Mayer , 2001Mayer and Gallini 1990).…”

“…The plot also includes the 95% confidence interval (gray line) measuring science performance should not depend too strongly on the test takers' language skills, since this might systematically disadvantage particular social groups, such as non-native speakers (Bird and Welford 1995;Lee 2005;Prophet and Badede 2009) and thus may be seen as a serious threat to test validity. Second, language skills are often discussed as something inherent to scientific literacy (e.g., Härtig et al 2015;Yore et al 2004) and, thus, language skills may also be seen as an integral part of science performance measures. Regardless of the implications for science performance assessment, our findings demonstrate once again the importance of reading comprehension and linguistic features in students' academic life.…”

The need for self-control in achievement tests: Changes in students’ state self-control capacity and effort investment

“…The first test consisted of four 20-minute units, with a total working time of 80 minutes. After a short break of 10 minutes, the participants worked on the second test, which consisted of 15minute units of apprenticeship-related tests in mathematics, physics, chemistry, and biology (cf., Härtig, Heitmann, & Retelsdorf, 2015); the total working time on this second test booklet was 60 minutes. During the achievement tests, state self-control capacity was assessed repeatedly (seven times; .72 ≤ α ≤ .77) on a 7-point Likert scale anchored at 1 'not true' and 7 'very true', using the five-item Brief State Self-Control Capacity Scale (Lindner, Lindner, & Retelsdorf, 2018), which is a short version of the 25-item State Self-Control Capacity Scale (Bertrams, Unger, & Dickhäuser, 2011;Ciarocco, Twenge, Muraven, & Tice, 2007).…”