Geschlechterunterschiede im Zentralabitur? Fairness von High-Stakes-Tests für Jungen und Mädchen im Fach Englisch in Nordrhein-Westfalen im Kontext der Educational Governance

The shift from decentralized to centralized A-level examinations (Abitur) was implemented in the German school system as a measure of Educational Governance in the last decade. This reform was mainly introduced with the intention of providing higher comparability of school examinations and student achievement as well as increasing fairness in school examinations. It is not known yet if these ambitious aims and functions of the new centralized examination format have been achieved and if fairer assessment can be guaranteed in terms of providing all students with the same opportunities to pass the examinations by allocating fair tests to different student subpopulations e.g., students of different background or gender. The research presented in this article deals with these questions and focuses on gender differences. It investigates gender-specific fairness of the test items in centralized Abitur examinations as high school exit examinations in Germany. The data are drawn from Abitur examinations in English (as a foreign language). Differential item functioning (DIF) analysis reveals that at least some parts of the examinations indicate gender inequality. (DIPF/Orig.)Die fast flächendeckende Implementation des Zentralabiturs in Deutschland als Maßnahme im Kontext der Neuen Steuerung im Bildungswesen ist eng mit dem Ziel verbunden, die Vergleichbarkeit von Schulabschlüssen und schulischen Leistungen insgesamt zu erhöhen und durch zentrale Prüfungen die Fairness von Leistungsfeststellungen im Sinne der Komparabilitätsfunktion zentraler Prüfungsformate zu sichern. Bisher ist jedoch nicht bekannt und untersucht, ob das Zentralabitur diesen Ansprüchen tatsächlich gerecht wird und die vorgenannten Funktionen so erfüllt, dass eine faire Leistungsmessung für unterschiedliche Schülersubgruppen gegeben ist. Auf der Grundlage von Daten zu differenzierten Schülerergebnissen zum Zentralabitur im Fach Englisch untersucht dieser Beitrag exemplarisch die geschlechtsspezifische Fairness von Abitur aufgaben. Eine Differential-Item-Functioning-Analyse (DIF-Analyse) zeigt, dass zumindest ein Teil der eingesetzten Aufgaben auf eine geschlechtsspezifische Ungleichbehandlung durch die Aufgabenstellung hinweist. (DIPF/Orig.

Photoexcitation of the P4480 state induces a secondary photocycle that potentially desensitizes channelrhodopsin-2

Channelrhodopsins (ChRs) are light-gated cation channels. In spite of their wide use to activate neurons with light, the photocurrents of ChRs rapidly decay in intensity under both continuous illumination and fast trains of light pulses, broadly referred to as desensitization. This undesirable phenomenon has been explained by two interconnected photocycles, each of them containing a nonconductive dark state (D1 and D2) and a conductive state (O1 and O2). While the D1 and O1 states correspond to the dark-state and P3520 intermediate of the primary all-trans photocycle of ChR2, the molecular identity of D2 and O2 remains unclear. We show that P4480, the last intermediate of the all-trans photocycle, is photoactive. Its photocycle, characterized by time-resolved UV/vis spectroscopy, contains a red-shifted intermediate, I3530. Our results indicate that the D2 and O2 states correspond to the P4480 and I3530 intermediates, connecting desensitization of ChR2 with the photochemical properties of the P4480 intermediate

Effects of test mode and medium on elementary school students’ test experience

The use of digital media in education can bring great benefits and its use in schooling is steadily increasing. Administrating paper- versus computer-based as well as fixed-item versus adaptive tests could create differences in test experience, which can threaten the comparability of test results. This study investigated how the pen-and-paper, computer-based, and computer-adaptive test formats of a standardized reading comprehension test affect test anxiety and motivation among German fourth-grade students. A within-class randomized field trial with 387 fourth graders (aged: 9–10 years; 46.3% female) was conducted. Repeated-measures analysis of covariance (ANCOVA) revealed no differences in state test anxiety between the test formats when controlling for trait test anxiety and pre-test state anxiety, but state reading motivation was initially higher when reading on a screen, controlling for trait reading motivation. However, this difference diminishes over the course of the test. Implications for using digital media in elementary school test situations are discussed

Which professional competencies do teachers need in the context of ICT in schools? Theoretical discussion and consideration of pre-service teachers' perspectives

Die gestiegene Digitalisierung in allen Lebensbereichen bringt neue Anforderungen für Schulen und insbesondere für Lehrpersonen mit sich, um die Schülerinnen und Schüler auf das Leben in der digitalisierten Welt vorzubereiten und Potenziale digitaler Medien im Unterricht lernförderlich einzubinden. Entsprechend ist ein theoretischer Rahmen erforderlich, der die professionellen Handlungskompetenzen von Lehrpersonen im Kontext der Digitalisierung umfassend beschreibt und eine Orientierung für die Lehrerbildung bietet. Der vorliegende Beitrag diskutiert in diesem Zusammenhang ausgewählte etablierte und für die internationale Anschlussfähigkeit relevante Ansätze, womit ein originärer Beitrag für die Entwicklung von Konzepten für die Lehrerbildung geleistet wird. Zudem wird der Blick auf die Perspektive von Lehramtsstudierenden gerichtet, für die solche Konzepte aktuell und zukünftig von entscheidender Relevanz sind. Mit einer qualitativ-exploratorischen Herangehensweise wird die Einschätzung von Lehramtsstudierenden hinsichtlich der Potenziale und der Praxistauglichkeit der ausgewählten Ansätze ergänzend betrachtet. Der Beitrag schliesst mit einem Fazit zu Herausforderungen für die Entwicklung eines umfassenden Konzepts professioneller Handlungskompetenzen von Lehrpersonen sowie für die verknüpfte und phasenübergreifende Integration der Digitalisierung in der Lehrerbildung.The advanced digitalization in all areas of life implies new demands for schools and teachers in order to prepare students for the life in the digital age as well as to integrate ICT efficiently in instruction to promote learning processes. Thus, a theoretical framework is needed which describes the professional competencies of teachers in the context of ICT comprehensively and provides an orientation for teacher education. The paper at hand discusses selected established theoretical approaches which are important for the compatibility in an international comparison of teacher education. Furthermore the perspective of pre-service teachers is taken into account due to the relevance of ICT-related concepts for future teacher education. With qualitative methods an exploratory approach to pre-service teachers' perceptions of potentials and suitability of the theoretical constructs is supplemented. Finally, challenges for the development of a comprehensive concept of teachers' professional competencies with regard to ICT in schools and for the implementation of ICT in all phases of teacher education are emphasized

Quantification of Volatile Acetone Oligomers Using Ion-Mobility Spectrometry

Background. Volatile acetone is a potential biomarker that is elevated in various disease states. Measuring acetone in exhaled breath is complicated by the fact that the molecule might be present as both monomers and dimers, but in inconsistent ratios. Ignoring the molecular form leads to incorrect measured concentrations. Our first goal was to evaluate the monomer-dimer ratio in ambient air, critically ill patients, and rats. Our second goal was to confirm the accuracy of the combined (monomer and dimer) analysis by comparison to a reference calibration system. Methods. Volatile acetone intensities from exhaled air of ten intubated, critically ill patients, and ten ventilated Sprague-Dawley rats were recorded using ion-mobility spectrometry. Acetone concentrations in ambient air in an intensive care unit and in a laboratory were determined over 24 hours. )e calibration reference was pure acetone vaporized by a gas generator at concentrations from 5 to 45 ppbv (parts per billion by volume). Results. Acetone concentrations in ambient laboratory air were only slightly greater (5.6 ppbv; 95% CI 5.1–6.2) than in ambient air in an intensive care unit (5.1 ppbv; 95% CI 4.4–5.5; p < 0.001). Exhaled acetone concentrations were only slightly greater in rats (10.3 ppbv; 95% CI 9.7–10.9) than in critically ill patients (9.5 ppbv; 95% CI 7.9–11.1; p < 0.001). Vaporization yielded acetone monomers (1.3–5.3 mV) and dimers (1.4–621 mV). Acetone concentrations (ppbv) and corresponding acetone monomer and dimer intensities (mV) revealed a high coefficient of determination (R2 � 0.96). )e calibration curve for acetone concentration (ppbv) and total acetone (monomers added to twice the dimers; mV) was described by the exponential growth 3-parameter model, with an R2 � 0.98. Conclusion. )e ratio of acetone monomer and dimer is inconsistent and varies in ambient air from place-to-place and across individual humans and rats. Monomers and dimers must therefore be considered when quantifying acetone. Combining the two accurately assesses total volatile acetone

Three-dimensional flow characteristics in ventricular assist devices: Impact of valve design and operating conditions

ObjectiveThe use of paracorporeal ventricular assist devices has become a well-established procedure for patients with cardiogenic shock. However, implantation of ventricular assist devices is often associated with severe complications, such as thrombosis inside the ventricular assist device and subsequent embolic events. It was the purpose of this study to use flow-sensitive 4-dimensional magnetic resonance imaging for a detailed analysis of the 3-dimensional (3D) flow dynamics inside a clinical routine ventricular assist device and to study the effect of different system adjustments and a new valve design on flow patterns.MethodsA routinely used clinical paracorporeal ventricular assist device was integrated into a magnetic resonance-compatible mock loop. Flow-sensitive 3D magnetic resonance imaging was performed to measure time-resolved 3-directional flow velocities (spatial resolution ∼ 1.2 mm, temporal resolution = 42.4 ms) in the entire device under ideal conditions (full fill, full empty, ejection fraction = 88%), insufficient filling (ejection fraction = 81%), and insufficient emptying (ejection fraction = 67%) of the pump chamber. In addition, a new valve design was evaluated. Flexible control and monitoring of pressures at inlet and outlet were used to generate realistic boundary conditions.ResultsFlow pattern changes for different operating conditions were clearly identified and included reduced velocities during systolic outflow for impaired filling (78% reduction in pump flow compared with optimal operating conditions) and impaired clearing of the pump chamber for insufficient emptying (52% reduction). For all operating conditions, 3D visualization revealed vortex flow inside the ventricular assist device at typical locations of thrombus formation near the valve systems. Most noticeably, the new valve design provided similar global ventricular assist device function (pump flow 3.6 L/min), but vortex formation was eliminated.ConclusionsThe results of this study provide insight into the mechanisms underlying possible thrombus formation inside a ventricular assist device and the effect of different system adjustments. The presented methods may permit the optimization of future ventricular assist device systems with respect to optimal flow conditions

Schule digital – der Länderindikator 2021 Erste Ergebnisse und Analysen im Bundesländervergleich

Mit der Studie Schule digital – der Länderindikator 2021 wird an das Potenzial der Länderindikatoren 2015 bis 2017 angeknüpft, um die Digitalisierung im deutschen Schulsystem im Bundesländervergleich zu untersuchen. Mit der Beschreibung des Ist-Zustandes in zentralen Kernbereichen der Digitalisierung an Schulen der Sekundarstufe I, der Möglichkeit des Vergleichs zwischen Bundesländern und der Darstellung von Entwicklungen und Trends über die Jahre hinweg werden wertvolle Ergebnisse für die Bildungspolitik, lokale und regionale Stakeholder, Wissenschaft und Öffentlichkeit generiert. Neben der konstanten Erfassung grundlegender Bedingungen des Einsatzes digitaler Medien im Unterricht (IT-Ausstattung, Nutzungsbedingungen, Aspekte der digitalisierungsbezogenen Kompetenzen von Schülerschaft und Lehrkräften), nimmt der Länderindikator 2021 insbesondere folgende thematische Schwerpunkte in den Blick: Veränderungen aufgrund von Investitionsmaßnahmen, die Auswirkungen der Corona-Pandemie auf die Digitalisierung in den Schulen sowie die Fortbildung von Lehrkräften im Bereich Digitalisierung stehen im Fokus

COVID-19 pandemic and student reading achievement: findings from a school panel study

Since 2020, the COVID-19 pandemic had an impact on education worldwide. There is increased discussion of possible negative effects on students’ learning outcomes and the need for targeted support. We examined fourth graders’ reading achievement based on a school panel study, representative on the student level, with N = 111 elementary schools in Germany (total: N = 4,290 students, age: 9–10 years). The students were tested with the Progress in International Reading Literacy Study instruments in 2016 and 2021. The analysis focused on (1) total average differences in reading achievement between 2016 and 2021, (2) average differences controlling for student composition, and (3) changes in achievement gaps between student subgroups (i.e., immigration background, socio-cultural capital, and gender). The methodological approach met international standards for the analysis of large-scale assessments (i.e., multiple multi-level imputation, plausible values, and clustered mixed-effect regression). The results showed a substantial decline in mean reading achievement. The decline corresponds to one-third of a year of learning, even after controlling for changes in student composition. We found no statistically significant changes of achievement gaps between student subgroups, despite numerical tendencies toward a widening of achievement gaps between students with and without immigration background. It is likely that this sharp achievement decline was related to the COVID-19 pandemic. The findings are discussed in terms of further research needs, practical implications for educating current student cohorts, and educational policy decisions regarding actions in crises such as the COVID-19 pandemic