Janine Buchholz

Organisation for Economic Co-operation and Development (OECD) | OECD · Directorate for Education and Skills

This longitudinal study aimed to investigate how motivational transitions of adolescents in the domain of mathematics from Grades 9 to 10 were related to student-perceived mathematics teacher support and student-oriented teaching. Data were drawn from the 2012 Programme for International Student Assessment (PISA) and its German national extension c...

Zusammenfassung. Diagnostik und Förderung werden zunehmend als Bestandteile professioneller Bildungsarbeit in Kitas anerkannt. Ihre Umsetzung bedarf entsprechender Kompetenzen. In einer Fragebogenstudie wurden Kenntnisse zu Diagnostik und Förderung von 285 pädagogischen Fachkräften mittels einer Fallvignette untersucht. Die schriftlichen Antworten...

Abstract Background Item position effects have been a common concern in large-scale assessments as changing the order of items in booklets may have an undesired effect on test performance. If every test taker would be affected by the effect in the very same way, comparisons between groups of individuals would still be valid. However, research has s...

Achievement emotions are important prerequisites for academic outcomes and well-being, yet little is known about their relation to teaching quality. This study examines the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom level...

The IRT models most commonly employed to estimate within-item multidimensionality are compensatory and suggest that some dimensions (e.g., traits or abilities) can make up for a lack in others. However, many assessment frameworks in educational large-scale assessments suggest partially compensatory relations among dimensions. In two Monte-Carlo sim...

Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoym...

The supporting information shows on of the 17 test problems we used for validating the system competence model.

The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classro...

Questionnaires for the assessment of attitudes and other psychological traits are crucial in educational and psychological research, and item response theory (IRT) has become a viable tool for scaling such data. Many international large-scale assessments aim at comparing these constructs across countries, and the invariance of measures across count...

Anchoring vignettes are item batteries especially designed for correcting responses that might be affected by incomparability. This article investigates the effects of anchoring vignettes on the validity of student self-report data in 64 cultures. Using secondary data analysis from the 2012 Programme for International Student Assessment (PISA), we...

System competence in geography education. A theoretically based and empirically verified competence structure model. Pursuant to the German educational standards in geography the system concept is considered a central basic concept. Being a bridging subject, geography faces special challenges with regard to the imparting of a related system compet...

Die Bildungsstandards im Fach Geographie für den Mittleren Schul-abschluss definieren das Systemkonzept als Hauptbasiskonzept des Faches (DGfG 2012, 10). Damit dieses Konzept die ihm zugesprochene Schlüsselfunktion der Optimierung und Weiterentwick-lung geographischer Bildungsprozesse übernehmen kann, ist dessen theoretische und empirische Fundieru...

According to the German Educational Standards in Geography, system competence is a fundamental geographic concept. Hence, in the competence area of subject-specific knowledge, system competence is a key category of geographic thinking. In other words, geography lessons are to contribute considerably to a deepened understanding of complex human-envi...

Wie lässt sich Systemdenken messen? Darstellung eines empirisch validierten Kompetenzmodells zur Erfassung geographischer Systemkompetenz Die deutschen Bildungsstandards im Fach Geographie weisen das Systemkonzept als zentrales Basiskonzept aus. Im Kompetenzbereich Fachwissen wird Systemkompetenz damit zur Schlüsselkategorie geographischen Denke...

In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (P...

The basis of the research project, which lasted three years and was supported by the German Research Association {DFG) as well as by the Swiss National Science Foundation {SNF), is a normative/educational theory-based geographical and environmental system competence model for secondary school students. The first part explains the significance of sy...

Grundlage des von der DFG und dem schweizerischen Nationalfonds getragenen Projekts bildet ein normativ-bildungstheoretisch hergeleitetes Modell zur geographischen Systemkompetenz für den Mittleren Schulabschluss. Die Zielsetzung besteht in der empirischen Fundierung dieses Modells. Es soll in Verbindung mit den konzipierten Testaufgaben eine krite...