Methodische Grundlagen der Messung und Erklärung sprachlicher Kompetenzen

Die Analyse der komplexen und umfangreichen Daten, wie sie aus Large-Scale-Assessments wie DESI resultieren, ist mit einer Reihe methodischer Herausforderungen verbunden. Verschiedene statistische Analyseverfahren, die dem aktuellen Stand der Forschungsmethodik entsprechen, kommen zum Einsatz, um eine möglichst gesicherte Interpretation der Ergebnisse zu gewährleisten. Das vorliegende Kapitel gibt einen Überblick über die verschiedenen methodischen Anforderungen, die bei der Analyse der DESI-Daten zu berücksichtigen waren, und zugleich wird darüber informiert, mit welchen Verfahren gearbeitet wurde. Der erste Abschnitt des Kapitels befasst sich mit der Messung der sprachlichen Kompetenzen, d.h. mit der Auswertung der Daten aus den Leistungstests. Hier werden kurz die verwendeten Skalierungsmodelle skizziert sowie die Schätzung der Kompetenzwerte und deren Aufbereitung für eine anschauliche Ergebnisdarstellung behandelt. Im zweiten Teil des Kapitels geht es um Fragen, die bei den weiteren Auswertungsschritten zu berücksichtigen waren, in erster Linie bei der Untersuchung von Zusammenhängen der Kompetenzen mit weiteren Schüler-, Unterrichts- und Schulvariablen. Das Kapitel gibt einen Überblick über die Verfahrenslogik der eingesetzten Techniken und verweist auf vertiefende Literatur. (DIPF/Orig.

Measuring system competence in education for sustainable development

This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD. (DIPF/Orig.

Assessing the response of forest productivity to climate extremes in Switzerland using model-data fusion

The response of forest productivity to climate extremes strongly depends on ambient environmental and site conditions. To better understand these relationships at a regional scale, we used nearly 800 observation years from 271 permanent long-term forest monitoring plots across Switzerland, obtained between 1980 and 2017. We assimilated these data into the 3-PG forest ecosystem model using Bayesian inference, reducing the bias of model predictions from 14% to 5% for forest stem carbon stocks and from 45% to 9% for stem carbon stock changes. We then estimated the productivity of forests dominated by Picea abies and Fagus sylvatica for the period of 1960-2018, and tested for productivity shifts in response to climate along elevational gradient and in extreme years. Simulated net primary productivity (NPP) decreased with elevation (2.86 +/- 0.006 Mg C ha(-1) year(-1) km(-1) for P. abies and 0.93 +/- 0.010 Mg C ha(-1) year(-1) km(-1) for F. sylvatica). During warm-dry extremes, simulated NPP for both species increased at higher and decreased at lower elevations, with reductions in NPP of more than 25% for up to 21% of the potential species distribution range in Switzerland. Reduced plant water availability had a stronger effect on NPP than temperature during warm-dry extremes. Importantly, cold-dry extremes had negative impacts on regional forest NPP comparable to warm-dry extremes. Overall, our calibrated model suggests that the response of forest productivity to climate extremes is more complex than simple shift toward higher elevation. Such robust estimates of NPP are key for increasing our understanding of forests ecosystems carbon dynamics under climate extremes.Peer reviewe

The Science Performance of JWST as Characterized in Commissioning

This paper characterizes the actual science performance of the James Webb Space Telescope (JWST), as determined from the six month commissioning period. We summarize the performance of the spacecraft, telescope, science instruments, and ground system, with an emphasis on differences from pre-launch expectations. Commissioning has made clear that JWST is fully capable of achieving the discoveries for which it was built. Moreover, almost across the board, the science performance of JWST is better than expected; in most cases, JWST will go deeper faster than expected. The telescope and instrument suite have demonstrated the sensitivity, stability, image quality, and spectral range that are necessary to transform our understanding of the cosmos through observations spanning from near-earth asteroids to the most distant galaxies.Comment: 5th version as accepted to PASP; 31 pages, 18 figures; https://iopscience.iop.org/article/10.1088/1538-3873/acb29

Sprachkompetenzen von Mädchen und Jungen

Die Unterschiede zwischen Mädchen und Jungen in den sprachlichen Teilkompetenzen im Deutschen und Englischen am Ende der neunten Jahrgangsstufe werden in diesem Kapitel für die Gesamtstichprobe [der DESI-Studie] und differenziert nach Bildungsgängen analysiert. Zusätzlich wird auch auf geschlechtsspezifische Unterschiede im Leistungszuwachs in der neunten Jahrgangsstufe eingegangen. (DIPF/Orig.

Definition und Messung von Lesekompetenz. PISA und die Bildungsstandards

Im Rahmen von PISA wird die Lesekompetenz von Fünfzehnjährigen in Deutschland seit dem Jahr 2000 im dreijährigen Rhythmus getestet und im internationalen Vergleich berichtet. Auch in den Ländervergleichen auf Basis der Bildungsstandards der KMK im Fach Deutsch für den Mittleren Schulabschluss wird die Lesekompetenz von Schülerinnen und Schülern erfasst. Die Studien verwendeten für ihre Testung allerdings jeweils einen eigenen Lesetest und testen unterschiedliche Populationen von Schülerinnen und Schülern. Der vorliegende Artikel geht der Frage nach, welche Beziehung zwischen den in beiden Studien gemessenen Lesekompetenzkonstrukten besteht und inwieweit die auf den Testergebnissen der Studien basierenden Kompetenzverteilungen der Schülerinnen und Schüler in Deutschland empirisch vergleichbar sind. (DIPF/Autor

Measuring System Competence in Education for Sustainable Development

This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful—the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD