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Schiepe-Tiska, Anja; Rönnebeck, Silke; Heitmann, Patricia; Schöps, Katrin; Prenzel, Manfred; Nagy, Gabriel

doi:10.1007/978-3-658-15027-3_7

Cited by 5 publications

(9 citation statements)

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“…Finally, estimates of students' academic growth for the same student sample differed by test (Table B.4). For example, growth estimates in mathematics (Lehner et al, 2017) and science (Schiepe-Tiska et al, 2017) were found to be larger when the tests were aligned to the national standards that underlie school curricula than when using tests that assessed domain-specific literacy.…”

Section: What Do We Know About Normative Expectations Of Academic Gro...mentioning

confidence: 99%

Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany

Brunner¹,

Stallasch²,

Lüdtke³

2022

Preprint

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To assess the meaningfulness of an intervention or policy effect on students’ achievement, researchers may apply empirical benchmarks as standards for comparisons, involving normative expectations for students’ academic growth as well as performance gaps between weak and average schools or policy-relevant groups (e.g., male and female students, students from socioeconomically advantaged or disadvantaged families, students with or without a migration background). Previous research offered these empirical benchmarks by drawing on student samples from the United States. How well these results generalize to student populations in other countries is an open question. We therefore provide novel meta-analytic evidence on these empirical benchmarks for students attending elementary and secondary schools in Germany for a broad variety of achievement outcomes (e.g., mathematics, science, information and communication technology, first and second language skills). Drawing on the results obtained for large, representative probability samples, we observed variations in each kind of benchmark across countries as well as across domains and student subpopulations within Germany. This pattern of results underscores that the assessment of the very same intervention effect may depend on the target population and outcome of the intervention. We conclude by illustrating and discussing the strengths and limitations of empirical benchmarks for assessing the magnitude of intervention effects.

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Section: What Do We Know About Normative Expectations Of Academic Gro...mentioning

confidence: 99%

Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany

Brunner¹,

Stallasch²,

Lüdtke³

2022

Preprint

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show abstract

“…This decision should not negotiate the relevance of the other described facets, but is grounded in the crucial relevance of science standards in the German educational system as well as in educational systems of several countries. The disappointing results in international studies (OECD, 2013;Schiepe-Tiska et al, 2013) and a lack of qualified trainees for scientific careers stress the need for the improvement of science education. In order to deal with this problem, several countries implemented science standards (e.g.…”

Section: Conceptualisation Of Content-related Professional Knowledgementioning

confidence: 99%

“…OECD, 2013;Schiepe-Tiska, Schöps, Rönnebeck, Köller, & Prenzel, 2013) shows that students' performance in science in many European countries (e.g. Spain, Norway, Hungary, Italy, Luxembourg, Portugal, and Sweden), in the U.S.A., and also in other countries outside Europe (e.g.…”

Section: Introductionmentioning

confidence: 99%

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Mahler

Großschedl

Harms

2017

International Journal of Science Education

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Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes. ARTICLE HISTORY

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“…Wie beträchtlich die Unterschiede in den Lernvoraussetzungen der Schülerinnen und Schüler tatsächlich sind, zeigen beispielsweise die Ergebnisse der PISA-Studie (Programme for International Student Assessment) in regelmäßigen Abständen. Unterschiede lassen sich hierbei nicht nur in Bezug auf kognitive Lernvoraussetzungen, wie die naturwissenschaftliche Kompetenz, sondern auch im Hinblick auf affektiv-motivationale Lernvoraussetzungen wie das Interesse an naturwissenschaftlichen Themen oder die Motivation im Unterricht herausstellen, wie Ergebnisse aus dem Jahr 2015 zeigen (Schiepe-Tiska, Rönnebeck et al, 2016;Schiepe-Tiska, Simm & Schmidtner, 2016). Nicht zuletzt aufgrund der Schulschließungen im Zuge der Covid-19-Pandemie scheint sich diese Lage zunehmend zu verschärfen.…”

Section: Introductionunclassified

Interessenbasierte Differenzierung mithilfe systematisch variierter Kontextaufgaben im Fach Chemie

Güth

2023

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Cited by 5 publications

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Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany

Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Interessenbasierte Differenzierung mithilfe systematisch variierter Kontextaufgaben im Fach Chemie

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