Allgemeine Befunde zum luxemburgischen Schulwesen

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Bildungsungleichheiten im luxemburgischen Bildungssystem

in Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT & Université du Luxembourg, FLSHASE (Ed.) Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde (2015)

Die Bezugsnormorientierung von Mathematiklehrkräften am Ende der Sekundarstufe I: Konvergenz verschiedener Messverfahren und Wirkung auf motivational-affektive Aspekte des Mathematiklernens und Leistung

in Journal for Educational Research Online (2015), 7(3), 3-27

Konstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala

Scientific Conference (2014, September)

Do teacher judgments of student intelligence predict students' intelligence forty years later? Results from the Luxembourg MAGRIP study

in International Max Planck Research School on the Life Course newsletter (2014), 8(2), 3-8

Les scores de compétences PISA sont prédictifs des résultats et carrières scolaires

Poster (2014, June)

Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.

Scientific Conference (2014, April)

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves ... [more ▼]

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves Standardisées (ÉpStan). One of the core competencies that are measured is, of course, mathematical achievement. Beginning with grade 1 and continued in grade 3 and grade 9, students’ proficiency in several mathematical sub-competencies is assessed. Students have to demonstrate their mathematical problem solving skills in theoretical as well as applied contexts. This design not only allows for tracking individual students’ development of mathematical abilities but also allows for a better understanding of factors that influence this process ̶ a rich and valuable source for the determination of risk factors and the implementation of individual support programs. However, due to the early beginning of this comprehensive program and the heterogeneity of Luxembourg’s students in terms of cultural background and spoken language, several challenges arise, especially for test development. We will present and discuss the theoretical framework of mathematical competencies that is assessed within the ÉpStan and we will show how we are currently using possibilities of computer-based assessment and test design in order to respond to these challenges. [less ▲]

Chronotype und Schule: Zusammenhänge zu Leistung und affektiv-motivationalen Variablen

Scientific Conference (2014, March)

Skalierung und Verankerung der Épreuves Standardisées (ÉpStan)

Presentation (2014, January)

Need for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität

Presentation (2014, January)