W. Bos's research while affiliated with Humboldt-Universität zu Berlin and other places

Publications (18)

Chapter
The main aim of this essay is to discuss how international large-scale assessments can be utilized for policy evaluation studies. We overview key findings from previous studies and propose the curriculum as an organizing concept in considering firstly, how educational opportunities are provided to students around the world, and secondly, the factor...
Article
Wir stellen die Ergebnisse der Evaluierung eines Bochumer Sommercamps. Bildungsungleichheit entsteht nicht zuletzt durch ein fehlendes Anregungspotenzial benachteiligter Kinder während der Schulferien. Somit bieten Sommercamps eine mögliche Interventionsmöglichkeit. Die Evaluationsstudie zeigt, dass es gelingt, förderbedürftige Kinder für das Camp...
Article
Full-text available
In addition to the comprehensive data on achievement collected by PISA, the International Survey on Reading Abilities in Primary School (IGLU) and its national expansion, IGLUE, provide us for the first time with representative data on achievement in reading, mathematics, and in the field of natural science as part of general knowledge on the level...

Citations

... A number of questionnaire surveys have investigated the diff erences in instructional practice in German states that switched from school-based to statewide exams. These studies indicated that at least in some cases teachers perceived the exams as restricting the room they had for individual support measures (Eickelmann, Kahnert, Lorenz, & Bos, 2011;, limiting their ability to consider diff erent perspectives, to discuss content critically, and to consider current topics or student wishes (Eickelmann et al., 2011). A longitudinal study in two German states showed that restrictions regarding the range of topics persisted over a longer period after the exams had been introduced (Jäger, Maag Merki, Oerke, & Holmeier, 2012;Oerke, Maag Merki, Maué, & Jäger, 2013). ...
... Yet there is a general shift in science education away from a view of scientific understanding as composed of bits of knowledge and toward being able to act in ways seen as scientific. This shift is manifested in the United States through a focus on scientific and engineering practices as key outcomes in new science education standards (National Research Council [NRC], 2012), and in European calls for a science education that enables participation in society (Bos et al., 2003). What we mean by scientific literacy now focuses more on what people should be able to do and less on what they know. ...
... Children with a migration background (Dimension 4) are, on average, less successful in the German education system (see Bonsen et al. 2008). They enter Kindergarten at higher ages, more often show a delayed school entry, repeat classes more often in elementary school, and have lower transition rates to the more demanding school tracks. ...
... Dabei sind im Kontext struktureller Heterogenitätsfaktoren die vielfach belegten primären und sekundären Disparitäten in der Schulleistung (z. B.Bos, Schwippert & Stubbe, 2007), aber auch differenzielle Ausprägungen in (z. B. motivational-emotionalen) Lernvoraussetzungen zu beachten (z. ...
... So zeigt sich über die vergangenen 15 Jahre hinweg, dass Kinder mit Migrationshintergrund im Durchschnitt etwa ein Lernjahr gegenüber ihren Mitschülerinnen und Mitschülern zurückliegen. Dieses Ergebnis ist in den letzten Jahren relativ konstant, obwohl sich die Zusammensetzung der Kinder mit Migrationshintergrund in diesem Zeitraum verändert hat (Schwippert et al., 2003;Schwippert et al., 2007;Schwippert et al., 2012;Wendt & Schwippert, 2017). Auch die sprachbedingten Leistungsdisparitäten fallen in Deutschland größer aus als dies in den meisten anderen europäischen Ländern der Fall ist (Wendt & Schwippert, 2017). ...
... Typical instruments for measuring primary school children's interest in science (e.g., Bonsen et al., 2008) are based on self-assessment with rating scales. Cakmaci et al. (2012) reported on their attempt to measure Turkish primary students' interest in science using questions generated by the students themselves. ...
... Research in the educational domain has shown that teachers change their information processing strategy in response to the specific demands of the situation. Although one could argue Teachers' information processing and judgement accuracy: effects of... that teachers may be well aware of the importance of school tracking decisions and that hence accountability should always be activated when asked to make such judgements, research has shown that tracking decisions are also affected by stereotype bias (Bamberg et al. 2010;Bos et al. 2004;Klapproth et al. 2012;OECD 2010). This raises the question if conditions under which teachers take these decisions can be improved by externally reinforcing accountability. ...
... In the classical approach, the teacher's tracking recommendation is predicted through a regression analysis based on various criteria that are predetermined by the researcher. The information is typically collected using self-reports from large samples of students or parents [29]. Teacher ratings of the characteristics are not used in these kinds of studies. ...
... Students were given a standardized achievement test before and after the instructional units to assess their conceptual understanding of the material (adapted from Hardy et al. 2006Hardy et al. , 2010 Bos et al. 2007; 12 items, EAP/PV-reliability = 0.70). All participants viewed the stimulus material and rated the quality of instruction based on six items. ...
... Noch genauer lässt sich der SES mit einem Sozialindex wie dem HISEI (Highest International Socio-Economic Index of Occupational Status) messen, worauf aufgrund des Umfangs der für eine reliable Erfassung notwendigen Items verzichtet wurde. Nichtsdestotrotz gilt die Bücherfrage als geeigneter Indikator für den SES (Bos et al. 2003 Lehrkräfte können Prüfungsangst möglichst geringhalten, indem sie Transparenz bezüglich geforderter Kompetenzen und Inhalte schaffen und den Schüler*innen Kontrolle belassen, durch zeitlich und inhaltlich vorhersehbare Prüfungssituationen und die Möglichkeit einer gewissen Beeinflussbarkeit der Situation (Khanna 2015). Besonders hilfreich im Hinblick auf geringe Prüfungsangst zeigt sich demnach eine sachliche Leistungsrückmeldung, die sich in zusätzlich durchgeführten Zwischentests bewährt hat. ...