References of "Sonnleitner, Philipp 50003122"
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See detailUnterschiede zwischen Schulformen
Keller, Ulrich UL; Villanyi, Denise UL; Fischbach, Antoine UL et al

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

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See detailMise en place d’une démarche qualité pour le dispositif ÉpStan
Dierendonck, Christophe UL; Milmeister, Marianne UL; Milmeister, Paul UL et al

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

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See detailReading in German versus reading in French: Are there different attributes that determine the difficulty of reading comprehension items in both languages?
Reichert, Monique UL; Sonnleitner, Philipp UL; Martin, Romain UL

Poster (2014, August 26)

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language ... [more ▼]

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language backgrounds. German and French language teachers from Luxembourg secondary schools were asked to rate a number of either German or French reading tasks with regard to a list of cognitive and linguistic attributes. The teachers’ item attribute ratings were then linked to the empirical data collected in a large-scale study among Luxembourg 9th graders. Based on the initial item-attribute assignments, ideal item-response patterns could be presumed and compared to real examinees’ response patterns by using a linear logistic test modeling approach. The results from the different modeling steps show (a) whether the theoretical assumptions underlying the difficulty in reading comprehension items hold, (b) whether they hold for both German and French, and (c) whether they hold for participants with different language backgrounds. [less ▲]

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See detailDo cognitive processes involved in solving reading comprehension items differ in students with differing language background?
Sonnleitner, Philipp UL; Wrobel, Gina UL; Reichert, Monique UL

Scientific Conference (2014, July)

One major global challenge of educational assessment that has to be addressed on a local level is the increasing number of students with immigration background usually speaking a different language at ... [more ▼]

One major global challenge of educational assessment that has to be addressed on a local level is the increasing number of students with immigration background usually speaking a different language at home compared to their native peers (OECD, 2012). Especially in large-scale contexts, however, individual and tailored testing responding to their specific (language) needs is not possible. Although DIF-analyses are common practice in current large-scale assessments, they only indicate whether and to what extent an item is biased but provide no information on which cognitive processes might cause that bias – crucial information when evaluating school systems. The current study goes beyond traditional DIF-analyses by using the IRT based linear logistic test model (LLTM; Fischer, 1973) that allows for modeling cognitive demands and therefore processes involved in each item. Specifically, we draw on a sample of more than 5000 Luxembourgish 3rd graders and analyze whether cognitive and linguistic item attributes (e.g., kind of inference that is needed to solve the item, textual coherence; Sonnleitner, 2008) of a large-scale reading comprehension test do possess different difficulty for students with varying language background. We do this by determining a cognitive model including such attributes that adequately describe item difficulty parameters in native students. Subsequently, we will cross validate this model in several sub-samples with varying language background. Results not only show if cognitive and linguistic item attributes do differ with regard to difficulty in the different samples but also if some cognitive processes do compensate each other in certain samples. It will be discussed how these results can be used to complement common DIF-analyses and to obtain more fine-grained information on students’ performance differences in reading comprehension. [less ▲]

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See detailDifférence de genre en mathématiques chez les élèves de 3ème et 9ème année d’étude : Etude à grande échelle au Grand-Duché de Luxembourg
Gamo, Sylvie UL; Sonnleitner, Philipp UL; Hornung, Caroline UL et al

Poster (2014, June)

ÉpStan (Épreuves Standardisées) est une étude annuelle à grande échelle réalisée à Luxembourg depuis 2009. Les ÉpStan ont pour objectif d’évaluer le système éducatif luxembourgeois, en particulier le ... [more ▼]

ÉpStan (Épreuves Standardisées) est une étude annuelle à grande échelle réalisée à Luxembourg depuis 2009. Les ÉpStan ont pour objectif d’évaluer le système éducatif luxembourgeois, en particulier le niveau de compétences atteint en mathématiques des élèves de 3ème et de 9ème année d’étude (âgés en moyenne de 8 ans vs. 14 ans). A partir des résultats mathématiques ÉpStan 2013 du primaire et du secondaire, cette recherche vise d’une part, à examiner si l’écart de performance mathématique entre les sexes constaté par PISA 2012 chez les élèves de 15 ans luxembourgeois est confirmé chez les élèves de 14 ans et chez les élèves plus jeunes (8 ans), (Robinson, & Theule Lubienski, 2011) et d’autre part, à tester si les écarts de performance entre les sexes reflètent des différences de motivation et de confiance en soi et d’anxiété. [less ▲]

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See detailAssessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.
Sonnleitner, Philipp UL; Gamo, Sylvie UL; Hornung, Caroline UL et al

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 ▲]

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See detailGender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.
Gamo, Sylvie UL; Sonnleitner, Philipp UL; Hornung, Caroline UL et al

Poster (2014, March 30)

Since 2009, ÉpStan (Épreuves Standardisées) is an annual large-scale study in Luxembourg. It aims to evaluate Luxembourg's school system, in particular students’ achieved competency level in mathematics ... [more ▼]

Since 2009, ÉpStan (Épreuves Standardisées) is an annual large-scale study in Luxembourg. It aims to evaluate Luxembourg's school system, in particular students’ achieved competency level in mathematics implemented in 3rd and 9th grade. The present study aims to investigate whether the existing gender gap in mathematics among 15-year-olds revealed by PISA 2012 can be confirmed in ÉpStan 9th grade and if it already exists in younger students’ mathematics performance (ÉpStan 3rd grade) (Robinson, & Theule Lubienski, 2011). Further, we study wether a gender gap in students’ drive, motivation and self-beliefs concerning mathematics performance exists. [less ▲]

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See detailDifferential relations between facets of complex problem solving and students’ immigration background
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

in Journal of Educational Psychology (2014), Advance online publication

Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students’ cultural background ... [more ▼]

Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students’ cultural background has gone largely unexplored. On the basis of a student sample of ninth-graders (N = 299), including a representative number of immigrant students (N = 127), the present study evaluated (1) whether CPS can be assessed fairly among students with or without immigration background and (2) whether achievement differences between these groups exist. Results showed that fair assessment of CPS is possible using the Genetics Lab, a computer-based microworld that incorporates game-like characteristics and multilingual-friendly features. Immigrant students were generally outperformed by their non-immigrant peers, but performance differences can largely be explained by differential enrollment in lower academic tracks. Interestingly, CPS scales were less affected by students’ educational background than a traditional paper-pencil-based reasoning scale. Moreover, a fine-grained analysis of different facets of CPS showed that irrespective of the academic track, immigrant students demonstrated a more efficient task exploration behavior than their native peers (d = .26). In sum, this might point to the potential of computer-based assessment of CPS to identify otherwise hidden cognitive potential in immigrant students. [less ▲]

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See detailItem Development and Test Compilation
Sonnleitner, Philipp UL; Reichert, Monique UL; Ugen, Sonja UL

in Fischbach, Antoine; Ugen, Sonja; Martin, Romain (Eds.) ÉpStan Technical Report (2014)

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See detailUnterschiede zwischen Schulformen und das Pilotprojekt PROCI
Keller, Ulrich UL; Sonnleitner, Philipp UL; Villanyi, Denise UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailLuxemburger Schülerinnen und Schüler im internationalen Vergleich
Böhm, Bettina; Fischbach, Antoine UL; Ugen, Sonja UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailA multitrait-multimethod study of assessment instruments for Complex Problem Solving
Greiff, Samuel UL; Fischer, Andreas; Wüstenberg, Sascha UL et al

in Intelligence (2013), 41

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See detailStudents’ Complex Problem-Solving Abilities: Their Structure and Relations to Reasoning Ability and Educational Success
Sonnleitner, Philipp UL; Keller, Ulrich UL; Martin, Romain UL et al

in Intelligence (2013), 41(5), 289-305

Complex Problem Solving (CPS) is considered to be a promising candidate for capturing higher order thinking skills that are emphasized in new educational curricula but are not adequately measured by ... [more ▼]

Complex Problem Solving (CPS) is considered to be a promising candidate for capturing higher order thinking skills that are emphasized in new educational curricula but are not adequately measured by traditional intelligence tests. However, little is known about its psychometric structure and its exact relation to intelligence and educational success—especially in student populations. This study is among the first to use a large and representative sample of secondary school students (N = 563) to examine different measurement models of CPS—that conceptualize the construct as either faceted or hierarchical—and their implications for the construct’s validity. Results showed that no matter which way it was conceptualized, CPS was substantially related to reasoning and to different indicators of educational success. Controlling for reasoning within a joint hierarchical measurement model, however, revealed that the impressive external validity was largely attributable to the variance that CPS shares with reasoning, suggesting that CPS has only negligible incremental validity over and above traditional intelligence scales. On the basis of these results, the value of assessing CPS within the educational context is discussed. [less ▲]

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See detailGender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries
Brunner, Martin; Gogol, Katarzyna UL; Sonnleitner, Philipp UL et al

in Intelligence (2013), 41(5), 378-395

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual ... [more ▼]

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity). Alternatively, a fully hierarchical conceptualization of achievement can be represented by a nested-factor model in which individual differences in subdomain-specific scores are explained by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students’ achievement profiles. [less ▲]

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See detailUsing Complex Problem Solving Simulations for General Cognitive Ability Assessment: the Genetics Lab Framework
Mayer, Hélène; Hazotte, Cyril; Djaghloul, Younes et al

in International Journal of Information Science and Intelligent System (2013), 2(4), 71-88

This paper presents the conception and operation of “the Genetics Lab,” a research platform designed for general intelligence measurement. This tool has been developed and refined to measure cognitive ... [more ▼]

This paper presents the conception and operation of “the Genetics Lab,” a research platform designed for general intelligence measurement. This tool has been developed and refined to measure cognitive skills of students in Luxembourg, Thanks to its generic and clear architecture, “the Genetics Lab” makes a major contribution by addressing technical weaknesses and flaws met with tools previously used to assess intelligence. This new platform can be used as groundwork for other evaluation solutions. In this paper, we explore in depth the main fields of e-assessment such as instructions, localized and multilingual content production and display, traces, and scoring. We also describe how the platform was put into action to create complex simulations and to make data collection resulting from the user’s test a flawless process. This paper is a continuation and extension of earlier work. [less ▲]

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See detailThe Genetics Lab: A case study on computer-based assessment within a multilingual sample of „digital natives“
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2013)

Computer-based assessment forms a key aspect of educational curricula and international student assessment studies like PISA. Today’s students, however, place special demands on assessment instruments ... [more ▼]

Computer-based assessment forms a key aspect of educational curricula and international student assessment studies like PISA. Today’s students, however, place special demands on assessment instruments used within this context. Multilingual samples with often considerably varying experience in technology use tend to become more and more common in most European countries. Taking the Genetics Lab—a computer-based problem solving scenario—as example, the presented case study evaluates how these challenges can be met by the adaptation of the test construction process, the development of interactive and multimedia instructions, and the integration of game-like characteristics. Psychometric properties, especially measurement invariance of the Genetics Lab’s performance scales are discussed on base of a multilingual and heterogeneous sample of 563 Luxembourgish students. As the Genetics Lab is freely available on the internet, an outlook is given on possible future applications to gather further experience with computer-based assessment within multilingual samples. [less ▲]

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See detailNon‐cognitive vs. cognitive predictors for academic success –opportunities and limits of self‐assessments illustrated by the Viennese products
Kubinger, K. D.; Weitensfelder, Lisbeth; Frebort, Martina et al

Scientific Conference (2012)

Detailed reference viewed: 60 (0 UL)