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Projects

How differentiated is teachers’ assessment of their students (Study expanding KEGS)?

The study ‘Competence Development in Elementary Schools’ (KEGS) tracks competence development of students in the state of Brandenburg across five years in primary school (grades 2 to 6).

Project description

Competencies are assessed for the subjects of German and Mathematics. Moreover, individual, social and instructional factors that might condition differential development are taken into account. Besides achievement-related development of students, an additional focus of the study concerns modelling the transition from primary to secondary school as well as diagnostic competencies of teachers.

Publications

  • Maaz, K., Baumert, J., Gresch, C. & McElvany, M. (Hrsg.). (2010). Der Übergang von der Grundschule in die weiterführende Schule – Leistungsgerechtigkeit und regionale, soziale und ethnisch-kulturelle Disparitäten. Bonn & Berlin: BMBF  
  • Retelsdorf, J. Becker, M., Köller, O., & Möller, J. (in press). Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching. British Journal of Educational Psychology. 
  • Rjosk, C., McElvany, N., Anders, Y. & Becker, M. (2011). Diagnostische Fähigkeiten von Lehrkräften bei der Einschätzung der basalen Lesefähigkeit ihrer Schülerinnen und Schüler. Psychologie in Erziehung und Unterricht, 58, 92-105.

Co-operation

The study is a joint co-operation project by DIPF (Prof. Kai Maaz) and Prof. Dr. Martin Brunner (The Berlin-Brandenburg Institute for School Quality Improvement, ISQ) and Dr. Poldi Kuhl (The Institute for Educational Quality Improvement, IQB).

Project management

Project details

State:
Current projects
Duration:
2014 - 2017
Funding:
External funding
Department: Department of Educational Governance
Contact: Michael Becker
last modified Mar 09, 2015