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IQB Trends in Student Achievement 2015 (IQB-BT 2015)

(formerly known as IQB National Assessment Study)

Table of contents

Project description

Blank data sets

Documentation

Notes on the use of the data

Literature

> Link to application form (Scientific Use Files)

Project description

The IQB Trends in Student Achievement 2015 (IQB-BT 2015) ) is a nationwide study commissioned by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (KMK) in the Federal Republic of Germany. It assessed the language skills of 9th grade students from different school types, covering the subjects German, English, and French. Data were collected using representative samples from the German Länder amounting to a total of more than 37.000 students. Competence values were collected in the domains of listening comprehension, reading comprehension and spelling in German as well as in the domains of listening comprehension and reading comprehension in the students' first foreign language (English or French, respectively). Furthermore, questionnaires were used to gather data on students’ socio-economic, ethnic and familial background. (IQB)

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Blank data sets

For a first overview of the data sets and their variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

• IQB-BT-2015_Ger/Eng Students’ data set, blank (SPSS)
• IQB-BT-2015_Ger/Eng Teachers’ data set, blank (SPSS)
• IQB-BT-2015_Ger/Eng Principals‘ data set, blank (SPSS)
• IQB-BT-2015_Fre Students’ data set, blank (SPSS)
• IQB-BT-2015_Fre Teachers’ data set, blank (SPSS)
• IQB-BT-2015_Fre Principals‘ data set, blank (SPSS)

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Documentation

Here you can find further documentation:

• Codebook IQB Trends in Student Achievement 2015 (Ger/Eng) (in German)
  DOI: 10.18452/19997
• Scaling Manual IQB Trends in Student Achievement 2015 (Fra) (in German)
  DOI: 10.18452/19998
• Information about the data

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Notes on the use of the data

Are the competence estimators of the PISA, IGLU and IQB studies comparable with each other?

In principle, the achievement tests used in German large scale assessment studies (PISA, IGLU and IQB studies) correlate highly, but the underlying competence models differ. The IQB tests are based on the educational standards of the The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (Kultusministerkonferenz, KMK) and as a result more closely aligned with the German school curriculum than PISA tests.

Comparability can be tested using IRT methods based on studies in which both PISA and IQB items were used. Some studies for comparison are, for example

• an den Ham, Ann-Katrin; Ehmke, Timo; Hahn, Inga; Wagner, Helene; Schöps, Katrin (2016). Mathematische und naturwissenschaftliche Kompetenz in PISA, im IQB-Ländervergleich und in der National Educational Panel Study (NEPS) – Vergleich der Rahmenkonzepte und der dimensionalen Struktur der Testinstrumente. In: Bundesministerium für Bildung und Forschung [Hrsg.]: Forschungsvorhaben in Ankopplung an Large-Scale-Assessments. Berlin, Bundesministerium für Bildungund Forschung, S. 140-160.
• Jude, Nina,Klieme, Eckhard [Hrsg.](2013). PISA 2009 - Impulse für die Schul- und Unterrichtsforschung. Weinheim u.a.: Beltz. (Zeitschrift für Pädagogik, Beiheft 59)
• Hartig, Johannes, Frey, Andreas (2012).Validität des Tests zur Überprüfung des Erreichens der Bildungsstandards in Mathematik Zusammenhänge mit den bei PISA gemessenen Kompetenzen und Varianz zwischen Schulen und Schulformen. Diagnostica 58, S. 3-14.

The extent of comparability must be considered separately for reading and mathematical literacy and for secondary and primary education. Although it can be assumed that federal state differences can be well mapped using both measures, it is unfortunately not possible to analyse trends on a common metric.

How many classes per school are included in the sample in the IQB studies?

In the IQB studies, one class per school is usually included in the sample. Exceptions are made for some federal states and for some types of schools (e.g. special education schools). Information on sampling in the studies can be found in the results reports or scale manuals.

Here is a brief summary of the sampling procedure:

• National Assessment Study 2008/2009: One 9th grade class per school; the entire class took part in the test; special education schools were not part of the sample.
• National Assessment Study 2011: in regular schools: One 4th grade class per school; the entire class took part in the test; at special schools, all students in 4th grade with a special need in the area of learning, language, or emotional and social development participated across all classes.
• National Assessment Study 2012: In grammar schools ("Gymnasium"), one 9th grade class was included in the study, in other school types (with the exception of special education schools), two classes per school (if available) were included. The entire classes took part in the test. At special schools, all students in 4th grade with a special need in the area of learning, language, or emotional and social development participated across all classes.
• IQB Trends in Student Achievement 2015: In regular schools, one ninth grade class per school was included in the sample; the entire class took part in the test. In special education schools, all ninth grade adolescents with special needs in the area of learning, language, or emotional and social development participated in the study.
• IQB Trends in Student Achievement 2016: in regular schools: one 4th grade class per school; the entire class took part in the test; at special schools, all students in 4th grade with a special need in the area of learning, language, or emotional and social development participated across all classes.
• IQB Trends in Student Achievement 2018: In grammar schools ("Gymnasium"), one 9th grade class was included in the study, in other school types (with the exception of special education schools), two classes per school (if available) were included. The entire classes took part in the test. At special schools, all students in 4th grade with a special need in the area of learning, language, or emotional and social development participated across all classes.

Does the IQB Trends in Student Achievement 2015 Study include variables on bullying?

No, not exactly. The students were asked about their well-being at school (scale name: Swas) (e.g. "I feel like an outsider in this school", "I feel uncomfortable and out of place in this school", "Other pupils seem to like me"), but not about bullying. Variables on this topic can be found in the PISA 2015 study.

Does a technical report on sampling and a scale manual on items exist for the IQB Trends in Student Achievement 2015 Study?

Information on sampling and test design can be found in the report volume (chapter 3 and chapter 11) and the Codebook IQB Trends in Student Achievement 2015 (Ger/Eng) (in German).

What scaling was used as a basis for the test score for BEFKI 8-10?

Weighted Likelihood Estimate Estimators (WLE, Warm, 1989) are individual estimators of abilities based on item-response models. WLEs can be interpreted in a similar way to z-values (average ability = 0, higher values represent higher abilities), but the standard deviation for WLEs is not 1. The WLEs were formed on the basis of the sample of the IQB Trends in Student Achievement, neither age nor age-group-related norm values were used. More information on the interpretation of WLEs can be found in this publication:

Warm, T.A. Weighted likelihood estimation of ability in item response theory. Psychometrika 54, 427-450 (1989). https://doi.org/10.1007/BF02294627

How do I identify class groups using the IDTESTGROUP variable?

The variables [TR_Class] and [IDTESTGROUP_FDZ] have been emptied for data protection reasons. You can use the [idtestgroup] variable in JoSuA to identify clusters (this variable contains all information of the emptied variable [IDTESTGROUP_FDZ]). Additionally, you can use the variable [idteach_d_FDZ1] (German teacher): Each German teacher is usually assigned to a test group ([idtestgroup]).

Is it possible to record the age of students (to the day) in the IQB studies?

Information on the year and age of birth of students is collected as standard in the IQB studies and is available for re- and secondary analyses of the data. However, for reasons of data protection, exact information on the date of birth was not recorded and is not available in the data sets. The exact test date is also not included in most data sets. Often, however, the data sets contain an age variable that was calculated using the year and month of birth in relation to the test.

How are the data sets of the IQB Trends in Student Achievement 2015 Study linked to PISA 2015?

Unfortunately, it is not possible to link the PISA 2015 waves with the data of the IQB Trends in Student Achievement 2015 Study because the ID variables cannot be recoded uniformly.

How are the teachers’ and students’ data sets matched?

1) data sets for the subjects German/English

For the matching of these data sets, the teacher-ID (German teachers „idteach_d_FDZ1“, English teachers „idteach_e_FDZ1“ or special school teachers „idteach_f_FDZ1“ ) can be used. Since the degree to which teachers are obliged to participate in the survey varies between the Länder, there may be systematically missing values amongst teachers’ data. At the same time, there are classes with two teachers for the same subject.

2) data sets for the subject French

Matching can simply be done via the school ID. Exactly one class or course was tested within each school. For the school with the recoded ID 170 the special case arises that two teachers were teaching the same class and both were interviewed. Before matching this duplication must be handled, e.g. by excluding one case.

Why does an ID occur twice in the principal data set?

There is a duplicate ID in the principle data set (245). There is a duplicate of the principle questionnaire with IDSCH 538712, as the school was sent another questionnaire at the request of the principal. The data are mostly congruent; we would recommend data users to randomly choose one row for analyses.

What changes were made in version 5?

In the fifth version of the IQB Trends in Student Achievement 2015 an incorrect coding of missing values on the variable school type has been corrected. This variable now no longer has any missing values.

What changes were made version 4?

• new data sets

The fourth version of the IQB Trends in Student Achievement 2015 contains three data sets (students’ data set, teachers’ data set, principals’ data set) with a sample of Länder where French is most commonly the first foreign language students learn. The results for this complementary sample are reported separately in the IQB Trends in Student Achievement 2015 report (https://www.iqb.hu-berlin.de/fdz/bt/BT2015).

• new variables

Variables were recalculated and recoded in the German/English teachers’ data set in order to allow replications of the report on the IQB Trends in Student Achievement 2015 Study.

NEW: Lbfg-deu and Lbfg_eng  RECODED: Lfremd_deu and Lfremd_eng

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Literature

Selected literature is listed here (as of March 2023).

The IQB Trends in Student Achievement 2015 Report (German only), a summary (english and german version) and more information can be found here.

2022

Stanat, P., Rjosk, C. & Lenz, S. (2022). Schulische Segregation und ihre Veränderung im Zuge von Schulstrukturreformen in Berlin, Bremen und Hamburg. ZSE : Zeitschrift für Soziologie der Erziehung und Sozialisation, 42(1), 54–72. https://doi.org/10.3262/ZSE2201054

Schneider, R., Gentrup, S., Jansen, M. & Stanat, P. (2022). Kohortentrends in schulfachbezogenen Selbstkonzepten und Interessen bei Mädchen und Jungen. Zeitschrift für Pädagogische Psychologie, 50, 182. https://doi.org/10.1024/1010-0652/a000346

Winkler, O., Jansen, M. & Edele, A. (2022). Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und Westdeutschland. Zeitschrift für Soziologie, 51(2), 131–153. https://doi.org/10.1515/zfsoz-2022-0012

2021

Bayer, M., Zinn, S. & Rüdiger, C. (2021). Grading in Secondary Schools in Germany – The Impact of Social Origin and Gender. International Journal of Educational Research Open, 2-2. https://doi.org/10.1016/j.ijedro.2021.100101

Grewenig, E. 2021 School Track Decisions and Teacher Recommendations: Evidence from German State Reforms (ifo Working Papers 353). München: ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München (ifo Institut). Retrieved from https://www.ifo.de/DocDL/wp-2021-353-grewenig-teacher-recommendation.pdf

Lenz, S., Rjosk, C., Lorenz, G. & Stanat, P. (2021). Ethnische Segregation zwischen Schularten in mehrgliedrigen Schulsystemen und im „Zwei-Wege-Modell“. Analysen im Kontext von schulstrukturellen Reformmaßnahmen in Berlin, Bremen und Hamburg. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 73, 59–84. https://doi.org/10.1007/s11577-021-00739-x

Rüdiger, C., Jansen, M. & Rjosk, C. (2021). „Paul ist nicht so gut in Deutsch“. Geschlechtsdifferenzielle Benotung im Fach Deutsch - eine Sekundäranalyse der Daten des IQB-Bildungstrends 2015. Psychologie in Erziehung und Unterricht, 68. https://doi.org/10.2378/peu2021.art08d

2020

Sauter, A. A. (2020, 12. August). Bildungsaspirationen im Schulformenvergleich - Können Gesamtschulen die Bildungsaspiration von Schüler:innen mit sozioökonomisch und soziokulturellen Nachtteilen positiv beeinflussen? - Unveröffentlichte Seminararbeit.

Hülshoff, A. (2020). Fachspezifisches Interesse und wahrgenommene Unterrichtsqualität in heterogenen Lerngruppen. Theoretische Überlegungen und empirische Analysen am Beispiel des Englischunterrichts in der Jahrgangsstufe 9 - Dissertation. Universität Koblenz-Landau, Koblenz-Landau.

Kuschel, J., Richter, D. & Lazarides, R. (2020). Wie relevant ist die gesetzliche Fortbildungsverpflichtung für Lehrkräfte? Eine empirische Untersuchung zur Fortbildungsteilnahme in verschiedenen deutschen Bundesländern. Zeitschrift für Bildungsforschung, 38(4), 915. https://doi.org/10.1007/s35834-020-00274-3

2019

Bergbauer, A. B. (2019). Conditions and consequences of education - microeconometric analyses - Dissertation. Ludwig-Maximilians-Universität München, München.

Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R. & Wößmann, L. (2019). Region und Bildung. Mythos Stadt - Land (1. Aufl.) - Gutachten. Münster: Waxmann. Zugriff am 17.08.2021. Verfügbar unter https://elibrary.utb.de/doi/pdf/10.31244/9783830990239

Lenz, S., Holtmann, M., Rjosk, C. & Stanat, P. (2019). Soziokulturelle Segregation an weiterführenden Schulen – Analysen zur Rolle der Gliederung des deutschen Schulsystems und schulstruktureller Reformmaßnahmen. Zeitschrift für Erziehungswissenschaft, 22(6), 1333–1358. https://doi.org/10.1007/s11618-019-00913-0

Schipolowski, S., Haag, N., Milles, F., Pietz, S. & Stanat, P. (2019). IQB-Bildungstrend 2015. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente in den Fächern Deutsch und Englisch. Berlin: Humboldt-Universität zu Berlin, Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.18452/19997

Schipolowski, S., Haag, N., Pietz, S., Milles, F. & Stanat, P. (2019). IQB-Bildungstrend 2015. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente im Fach Französisch. Berlin: Humboldt-Universität zu Berlin, Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.18452/19998

2018

Autorengruppe Bildungsberichterstattung. (2018). Bildung in Deutschland 2018. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration. Bielefeld: wbv. https://doi.org/10.3278/6001820fw

Stanat, P., Böhme, K., Schipolowski, S., Haag, N., Weirich, S., Sachse, K. A., Hoffmann, L. & Federlein, F. (2018). IQB-Bildungstrend Sprachen 2015 (IQB-BT 2015) (Version 5) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_BT_2015_v5

Stanat, P., Böhme, K., Schipolowski, S., Haag, N., Weirich, S., Sachse, K. A., Hoffmann, L. & Federlein, F. (2018). IQB-Bildungstrend Sprachen 2015 (IQB-BT 2015) (Version 4) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_BT_2015_v4

2017

Böhme, K. & Schipolowski, S. (2017). IQB-Bildungstrend 2015 in der Sekundarstufe I. In M. Brunner, R. Emmrich & H. Gärtner (Hrsg.), ISQ-Bericht zur Schulqualität 2016. Qualitätssicherungsverfahren, Prozess- und Ergebnisqualität an Schulen in Berlin und Brandenburg (S. 65–71). Berlin: Institut für Schulqualität der Länder Berlin und Brandenburg.

Schipolowski, S., Böhme, K. & Stanat, P. (2017). Der IQB-Bildungstrend 2015 in Bayern. Erreichen von Bildungsstandards der KMK in den Fächern Deutsch und Englisch in der 9. Jahrgangsstufe. Schulverwaltung. Bayern, 40(5), 132–135.

Schipolowski, S. & Stanat, P. (2017). IQB-Bildungstrend 2015: Ziele der Studie und Ergebnisse für Baden-Württemberg. VBE Magazin, (5), 6–9.

2016

Stanat, P., Böhme, K., Schipolowski, S. & Haag, N. (Hrsg.). (2016). IQB-Bildungstrend 2015. Sprachliche Kompetenzen am Ende der 9. Jahrgangsstufe im zweiten Ländervergleich. Münster: Waxmann. Verfügbar unter https://www.iqb.hu-berlin.de/bt/BT2015/Bericht

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