Definition

The Standing Conference of the Ministers of Education and Cultural Affairs (KMK) has established normative standards (“Regelstandards”). These normative standards outline the level of proficiency students are expected to achieve on average when pursuing a specific educational track. The KMK has established educational standards for primary education, the First School-Leaving Certificate, Intermediate Secondary School-Leaving Certificate, and General Higher Education Entrance Qualification.

In addition to the normative standards, the proficiency level models for primary and lower secondary education distinguish further levels, which serve as additional benchmarks when assessing educational standards. Particularly important in this context are the minimum standards, which define the competences that all students on the respective educational track are expected to achieve at the very least. It can be assumed that this level of proficiency is an essential precondition for successful continued learning and participation. Therefore, students at risk of falling below the minimum standards must receive special support.

What is the role of the IQB? 🔗

The IQB coordinates the (further) development of educational standards that are essential for ensuring educational quality in the German school system. Based on the educational standards, the IQB also develops proficiency level models that identify and describe various levels.

Furthermore, the IQB coordinates the development of tasks to help implement and assess educational standards. These tasks include learning tasks that provide examples of how teachers can communicate the requirements outlined in the standards in class. Additionally, test items for Nationwide Achievement Tests (VERA) and the IQB Trends in Student Achievement are developed to measure to what extent students meet the competence goals set by the standards. While VERA results are intended to support teachers and schools in instructional development, the results of the IQB Trends in Student Achievement primarily provide information for decision-making and governance by education policymakers and administrators. Moreover, the IQB coordinates the joint development, involving all states, of a pool of tasks for Abitur examinations (leading to the General Higher Education Entrance Qualification), which all states can draw on for their Abitur examinations.The IQB task collection contains a selection of learning tasks, test items, and tasks for Abitur examinations.