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(Schlagwörter: "Curriculumreform")
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Comparing apples and oranges. Curricular intensification reforms can change the meaning of […]
Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin
Journal Article
| In: Journal of Educational Psychology | 2020
39309 Endnote
Author(s):
Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin
Title:
Comparing apples and oranges. Curricular intensification reforms can change the meaning of students' grades!
In:
Journal of Educational Psychology, 112 (2020) 1, S. 204-220
DOI:
10.18747/PHSG-coll3/id/378
URL:
https://www.pedocs.de/frontdoor.php?source_opus=18970
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schulreform; Gymnasiale Oberstufe; Curriculumreform; Einflussfaktor; Leistungsbeurteilung; Schülerleistung; Schulnoten; Lehrerurteil; Leistungstest; Standard; Englischunterricht; Mathematikunterricht; Panel; Vergleich; Thüringen; Baden-Württemberg
Abstract (english):
Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attributed to norm-referenced grading, which is based on the composition of performance in a class. In this study, we investigated the results of a curricular intensification reform, which introduced changes in the distribution of student performance by making enrollment in certain courses mandatory. We investigated whether the reform resulted in changes in the relationship between standardized achievement-test results and teacher-assigned grades. We analyzed cohort control design data from two large representative samples of students from two German states (Baden-Württemberg: N = 5,574; Thuringia: N = 2,202) before and after the reform. Results indicated that students who received a certain grade before the reform (e.g., a grade of A, B, C, or D) differed in their standardized test performance from students who received the same grade after the reform. Furthermore, in math, course-level-specific reform effects on the association between grades and standardized test performance were found to vary between groups of students receiving good and poor grades. Implications for educational policy and school reforms and suggestions for grading are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation; Struktur und Steuerung des Bildungswesens
Bildungswesen in Indonesien / Education in Indonesia
Cohen, Nadia; Hemmersbach, Anja; Höhler, Matthias
Working Papers
| 2015
35814 Endnote
Author(s):
Cohen, Nadia; Hemmersbach, Anja; Höhler, Matthias
Title:
Bildungswesen in Indonesien / Education in Indonesia
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung, 2015
URL:
http://www.bildung-weltweit.de/Bildungswesen-in-Indonesien-7038.html
Publication Type:
5. Arbeits- und Diskussionspapiere; Online Dossiers (DBS)
Language:
Englisch; Deutsch
Keywords:
Bildungsbericht; Bildungsforschung; Bildungsorganisation; Bildungspolitik; Bildungsreform; Bildungsstatistik; Bildungssystem; Curriculum; Curriculumreform; Forschung; Hochschulbildung; Indonesien; Inklusion; Universität; Wissenschaft
Abstract:
Das Dossier bietet Quellen zu allgemeinen Informationen zum Bildungswesen in Indonesien, zur Bildungspolitik (Behörden, Bildungspolitische Dokumente & Curriculumreformen), zu Bildungsberichten, Statistiken und Leistungsstudien, zu Organisationen & Gesellschaften, zu Universität, Wissenschaft & (Bildungs-)Forschung, zu Forschungsliteratur sowie zum Thema Inklusion von menschen mit Behinderungen in Indonesien. (DIPF/Autor)
Abstract (english):
The webdossier provides resources on general information on education, on educational policy (Authorities & Organisations, official documents & curriculum reforms), on educational reports, statistics and assessments, on organisations & associations, on universities, science and (educational) research, on research literature and on inclusion of people with disabilities in Indonesia.
DIPF-Departments:
Informationszentrum Bildung
Between retrospect and expectation. Trends and dimensions of education in East Central Europe
Mitter, Wolfgang
Journal Article
| In: Orbis scholae | 2010
31411 Endnote
Author(s):
Mitter, Wolfgang
Title:
Between retrospect and expectation. Trends and dimensions of education in East Central Europe
In:
Orbis scholae, 4 (2010) 2, S. 41-60
Publication Type:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Language:
Englisch
Keywords:
Bildung; Bildungsfinanzierung; Bildungsreform; Bildungssystem; Curriculumreform; Dezentralisierung; Europäisierung; Geschichte <Histor>; Gesellschaft; Globalisierung; Hochschulbildung; Kulturgeschichte; Leistungstest; Modernisierung; Organisation; Ost- und Mitteleuropa; Polen; Reform; Schulmanagement; Slowakische Republik; Transformation <Soz>; Tschechische Republik; Ungarn
Abstract:
Zwanzig Jahre der Transformation haben die Bildungssysteme der ostmitteleuropäischen Länder schrittweise den gemeinsamen Herausforderungen der Europäisierung und Globalisierung geöffnet. Demgegenüber gewährt die europäische Landkarte Einblicke in bestehende oder sogar wiedererweckte Unterschiede der nationalen Ansätze, die auf sozioökonomische, politische und kulturelle Besonderheiten verweisen. Die Anerkennung dieser grundlegenden Spannung legt die Gründe für die jüngste Geschichte der Bildungsreformen und für deren Kontextualisierung innerhalb ihrer spezifischen sozialen Netzwerke. Besonderes Gewicht wird auf die Ergebnisse der Reformen im Hinblick auf die kontroversen Ansätze und politischen Entscheidungen gelegt, die durch Konstellationen innerhalb der nationalen Dimensionen und deren Einbindungen in die Politik der Europäischen Union verursacht sind.
Abstract (english):
Twenty years of transformation have gradually opened the education systems of the East Central European countries to the common challenges of Europeanisation and Globalisation. On the other hand, the educational map gives insights into existing or even re-awakened differences among the individual national patterns tracing back to socio-economic, political and cultural particularities. Recognising this fundamental tension lays the ground for the recent history of educational reforms and for contextualising them within their specific societal frameworks. Special emphasis is laid on the outcomes of reforms due to controversial approaches and political decisions within given constellations within their national ranges and their involvements in the policies of the European Union.
DIPF-Departments:
Bildungsqualität und Evaluation
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