Résumé des résultats au Luxembourg

in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)

Befunde zum Luxemburger Regelschulwesen

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

Unterschiede zwischen Schulformen

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

Unterschiede zwischen Schullaufbahnen

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

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 ▲]

Gender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.

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 ▲]

Data processing, analyses and reporting

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

Unterschiede zwischen Schulformen und das Pilotprojekt PROCI

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

Einfluss des Sprachhintergrundes auf Schülerkompetenzen

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

Allgemeine Befunde zum Luxemburgischen Schulwesen

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)