Competence Measurement and Informatics Standards in Secondary Education

Abstract

Abstract. As a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational standards became a high level objective in the German educational system. Following this tendency the German Informatics Society (GI) in 2008 published educational standards of informatics for lower secondary education that describe minimal informatics requirements for high school students. Up until now, no coherent competence model for the standards exists, but it is essential as a basis for the development of measurement instruments to adequately assess learners' competences according to the standards.This paper describes the process and a first specific step to develop such a competence measurement tool for the informatics standards. In order to figure out if it is possible to use already existing competence measurement tools for those purposes we compare the MoKoM competence model with the informatics standards categories. In this project an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were developed.As a result of this analytical comparison we identify concurrent competence components of both concepts. For those components already existing empirical items of the MoKoM model could be applied to measure students' respective competences of the informatics standards. On the other hand the analysis reveals competence structures according to the standards that still needs to be supplemented with operationalized empirical items. Keywords:Competence Modelling, Educational Standards of Informatics, Informatics System Application, Informatics System Comprehension, Informatics Modelling, Secondary Education. MotivationAs a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational standards became a high level objective in the German educational system [2,3]. For every educational system the development of competence models is a very important precondition to establish educational standards in a specific subject domain area. The presented paper relates the activities of two projects to each other in order to contribute to the development of appropriate assessment tools of informatics standards in secondary education in Germany.Since 2008 educational standards of informatics for high school students are published [1] 1 . An expert group of the German Informatics Society (GI) was brought together to develop educational standards for informatics science in lower secondary education (informatics standards, for short). In the course of several workshops many experts (teachers, informatics education experts, and scientists of informatics) contributed to the project. Thus, the informatics standards represent the results of a broad discussion between experts, mainly from the area of didactics of informatics and school practitioners. They describe minimal informatics requirements, which high school students of lower secondary education classes at least should...

Self-Assessment of Competencies by Bachelor Students in Computer Science

“…Essential for such competence measurements and for the comparability of the results are models that define measurable variables in connection with the (diverse) competence goals to be achieved. In such models, a distinction is usually at least made between subjectspecific and methodological competence goals, or even such models are developed subjectspecifically (see for example Clear et al, 2020;Magenheim et al, 2013;Pasternak or Hellmig, & Röhner, 2018 in the field of Computer Science). Similar approaches for higher education are still less popular or fail due to the lack of participation of the many different actors, or a conventional (sometimes contradicting) understanding of freedom of teaching, or a lack of uniform educational plans and competence goals.…”