Ropohl, Mathias; Walpuski, Maik; Sumfleth, Elke:
Analysis of the influence of given content information on the achievement in a competency test
In: Contemporary Science Education Research : Learning and Assessment : A collection of papers presented at ESERA 2009 Conference / Cakmakci, Gültekin (Hrsg.). - ESERA 2009 - Ankara: Pegem Akademi, 2010, S. 383 - 386
2010Buchaufsatz/Kapitel in Tagungsband
ChemieFakultät für Chemie » Didaktik der Chemie
Titel in Englisch:
Analysis of the influence of given content information on the achievement in a competency test
Autor*in:
Ropohl, MathiasUDE
GND
142599441
LSF ID
49223
Sonstiges
der Hochschule zugeordnete*r Autor*in
;
Walpuski, MaikUDE
GND
131968599
LSF ID
11384
ORCID
0000-0002-3761-1409ORCID iD
Sonstiges
der Hochschule zugeordnete*r Autor*in
;
Sumfleth, ElkeUDE
GND
121127419
LSF ID
10853
Sonstiges
der Hochschule zugeordnete*r Autor*in

Abstract:

Results of international comparative large-scale assessments like PISA (Baumert et al., 2001) revealed serious flaws in the German school system. As a response, students’ intended learning outcomes have been defined by national educational standards, amongst others in chemistry (KMK, 2005). They describe competences students should have acquired when they receive their general educational schoolleaving certificate after grade 10. But, the competences are presented without a description of specific contents. Therefore, the issue of an evaluation of the standards with a paper-pencil-test have to be defined by a content analysis of chemistry curricula. There are just a few overlaps with regard to common contents between the curricula from the different states. Thus, the tasks for the evaluation of the national educational standards provide content information in the item stem. The students have to use this information to work on the tasks. In this PhD-study the influence of the presentation of content information on the item difficulty is analysed by a second task type. In addition, the predictability of the item difficulty by a normative structure model of competence is specifically investigated.