PISA 2009 is a comparative study of student achievement, which assessed and compared the competencies of 15-year old students in reading, mathematics and science in the OECD states and 33 OECD partner countries.
Continuation of the international computer based assessment for the investigation of everyday competencies of adults (Programme for the International Assessment of Adult Competencies, Round 2 and Round 3)
On behalf of the OECD, PIAAC, also known as “PISA for adults“, assesses cognitive competencies that are relevant to successfully participating in professional life in more than 25 countries.
International computerbased study for the investigation of everyday competencies of adults (Programme for the International Assessment of Adult Competencies, Round 1)
As part of this joint project, a series of events will be organised for early career scientist in educational research. The three planned interdisciplinary conferences on core aspects of scientific work such as theory, methodology, and transfer to practice will be accompanied by a peer and mentoring programme.
The PROMPT project focuses on developing an evidence-based, child-friendly learning planner app that supports school children in self-regulated learning with digital media.
In collaboration with policymakers and practitioners, the project develops guidelines for high-quality extracurricular activities, which are published in print and online.
In accordance with the FAIR data principles, this cooperation project addresses the sustainable use and reusability of distributed qualitative datasets by establishing a user-oriented data portal for educational research.
The project RABE 2 examined the persistence and the psychosocial consequences of scholastic learning disabilities from primary school age up to young adulthood. The study focussed risk factors and consequences of learning disorders but also looked at participant’s coping strategies.
The project ReAL examined the development of children's reading and calculation skills over the course of elementary school, using a combination of behavioral and neurophysiological (EEG, MRI) measures.
The projects of the ReCo team centre around text responses. For example, the ReCo software automatically assesses whether a response in the PISA test in correct. The team provides a range of apps from automatic and semi-automatic coding of responses to on-the-fly usage in the classroom without any evaluation.
Subject to this project cooperation, DIPF, GESIS and IQB work with other research data centres to provide empirical educational researchers with services for the storage and re-usage of research data. Moreover, educational researchers are consulted to prepare the ground for setting up a sustainable, powerful and usable research data infrastructure for empirical educational research.
The doctoral study "Research data in video-based instructional research: user-centered modelling and evaluation of a domain-specific ontology" targeted the development of the light-weight domain-specific ontology “Educational Research Data in Video Studies” (ERDIV) for the knowledge representation of research data and research contexts in video-based research on instruction.
In the joint project, didactic standards for the configuration of digital disciplinary concepts in the context of applicable digital teacher training courses are being formulated at six university locations in cooperation with the DIPF and the state institutes.
The project investigates the contribution of orthographic knowledge in the individual reading and spelling development of German-speaking second-graders. Other relevant predictors of written language acquisition, such as phonological awareness, auditory memory and naming speed, are also being assessed as part of the project.
The project SASCHA studied the adaptation of the transition from primary to secondary school. Specifically, daily academic and social challenges of the transition as well as coping mechanisms were studied.