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German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills
SourceScience education 100 (2016) 5, S. 903-922 ZDB
License of the document Lizenz-Logo 
Keywords (German)Schüler; Biologieunterricht; Korrelation; Lesekompetenz; Inhaltsbezogenes Lernen; Naturwissenschaftliches Denken; Kognitive Kompetenz; Naturwissenschaftliche Kompetenz; Messinstrument; Bildungsstandards; Schülerleistung; Leistungsmessung; Schuljahr 10; Sprachkompetenz; Faktorenanalyse; Empirische Untersuchung; Baden-Württemberg; Bayern; Berlin; Hessen; Nordrhein-Westfalen; Sachsen; Schleswig-Holstein; Thüringen; Deutschland
sub-disciplineEmpirical Educational Research
Teaching Didactics/Teaching Maths and Sciences
Document typeArticle (journal)
Year of creation
review statusPeer-Reviewed
Abstract (English):National and international large-scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is still sparse, especially in science and its subdomains biology, chemistry, and physics. However, policy decisions for the improvement of educational quality based on LSA can only be helpful if valid information on students’ achievement levels is provided. In the present study, the nature of the measurement instruments based on the German Educational Standards in Biology is examined. On the basis of data from 3,165 students in Grade 10, we present dimensional analyses and report the relationship between different subdimensions of biology literacy and cognitive covariates such as general cognitive abilities and verbal skills. A theory-driven two-dimensional model fitted the data best. Content knowledge and scientific inquiry, two subdimensions of biology literacy, are highly correlated and show differential correlational patterns to the covariates. We argue that the underlying structure of biology should be incorporated into curricula, teacher training and future assessments.
other articles of this journalScience education Jahr: 2016
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Date of publication24.01.2017
Suggested CitationKampa, Nele; Köller, Olaf: German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills - In: Science education 100 (2016) 5, S. 903-922 - URN: urn:nbn:de:0111-pedocs-126908
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