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Reading competences in the context of social and cultural diversity: Differential meanings of aspects of tasks, students and instruction in large-scale-assessments

社会和文化多样性背景下的阅读能力：大规模评估中任务、学生和教学方面的不同含义

基本信息

批准号：
290172171
负责人：
Professorin Dr. Nele McElvany
金额：
--
依托单位：
Institut für Schulentwicklungsforschung (IFS)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2019-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/290172171?language=en
关键词：
Reading competences context social cultural

项目摘要

With respect to the acquisition of competencies and the participation in education the academic success of different student subgroups in the German educational system varies greatly, depending on social background (already Baumert & Schümer, 2001; Maaz, Neumann & Baumert, 2014) and language spoken or migration background of the family (Stanat & Edele, 2011; international Atger, 2009).These educational disparities can already be observed towards the end of elementary school (4th grade). In this context, Large-Scale-Assessments (LSA) fulfill the function of systematically documenting acquired competencies of different student subgroups as well as indicating aspects of school conditions. Core aim and, at the same time, prerequisite of educational processes is reading literacy (Pfost, Dörfler & Artelt, 2012). For this important area of reading literacy the in-tended project will conduct theory-based analyses in order to determine to what extent spe-cific strengths and weaknesses of the student subgroups in focus, children who are socially disadvantaged and those with migration backgrounds, are being influenced by (a) motivational characteristics on the level of the learners and (b) quantitative and qualitative characteristics on the level of school instruction. This is an innovative way to also analyze, on student and instruction levels, the prerequisites of strengths and weaknesses subgroups of students display with respect to reading test items. Analyses focus on Differential Item Functioning-effects, which have been already substantiated for items with an open-answer format. Research focus 1 emphasizes the motivational student characteristics (a) intrinsic reading motivation and (b) self-concept with respect to reading. Research focus 2 examines teaching characteristics as preconditions whereby quantitative aspects (i.e. time allocated to reading) as well as qualitative aspects (i.e. practicing reading strategies in class) are investigated with respect to their significance. Of particular relevance is research focus 3 which consolidates the findings of the other two research focusses by simultaneously examining student and instructional characteristics. Cross-classified Multilevel-Models are used to analyze data of PIRLS, sample from 2006, in order to examine the questions at hand. These data allow for the modelling of effects on the three levels of interest (items/learners/instruction). The anticipated results pertain to important findings relating to the firm establishment of theories regarding the determinants (on student and instruction levels) of item-specific strengths and weaknesses in major student subgroups. These findings are of fundamental importance for the systematic advancement and interpretation of test items used with LSA and other studies, as well as for the identification of possible options for specific individual support in reading instruction and subsequent research priorities.

在获得能力和参与教育方面，德国教育体系中不同学生群体的学业成功差异很大，具体取决于社会背景（已经Baumert & Schümer，2001; Maaz，Neumann & Baumert，2014）和家庭的语言或移民背景（Stanat和Edele，2011年; international Atger，2009年）这些教育差距在小学（四年级）快结束时就已经可以观察到。在这种情况下，大规模评估（LSA）履行的功能，系统地记录不同的学生群体获得的能力，以及表明学校条件的方面。教育过程的核心目标和先决条件是阅读能力（Pfost、Dörfler和Artelt，2012年）。对于阅读能力的这一重要领域，计划中的项目将进行基于理论的分析，以确定重点学生群体，即社会弱势儿童和有移民背景的儿童，受以下因素的影响：（a）学习者的动机特征;（B）学校教学水平的数量和质量特征。这是一种创新的方法，也分析，在学生和教学水平，优势和劣势的学生小组显示相对于阅读测试项目的先决条件。分析的重点是差异项目功能的影响，这已经证实了开放式回答格式的项目。研究重点1强调动机学生的特点（a）内在的阅读动机和（B）自我概念方面的阅读。研究重点二探讨教学特性作为先决条件，其中定量方面（即分配给阅读的时间）以及定性方面（即在课堂上练习阅读策略）的重要性进行了调查。特别相关的是研究重点3，它通过同时检查学生和教学特点来巩固其他两个研究重点的结果。交叉分类的多层次模型被用来分析数据的PIRLS，从2006年的样本，以检查手头的问题。这些数据允许对感兴趣的三个层次（项目/学习者/教学）的效果建模。预期的结果属于重要的调查结果有关的坚定建立的理论的决定因素（对学生和教学水平）的项目具体的优势和劣势，在主要的学生分组。这些研究结果对于LSA和其他研究中使用的测试项目的系统性推进和解释，以及对于在阅读教学和随后的研究优先事项中识别特定个人支持的可能选项具有根本的重要性。