IQB Trends in Student Achievement 2016 (IQB-BT 2016)

(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)

Data Set Published on 30.09.2019
Version v2
Current Version Available Since 24.11.2022
Survey Period 2016
Sample Students in grade 4 (N=31,335); Teachers German (N=597), Mathematics (N=551), German & Mathematics (N=836); Principals (N=1,408); Schools (N=1,508)
Survey Unit Parents
Principals
Students
Teachers
Measured Competencies German, Mathematics
Region Germany, Baden-Wuerttemberg, Bavaria, Berlin, Brandenburg, Bremen, Hamburg, Hesse, Mecklenburg-Western Pomerania, Lower Saxony, North Rhine-Westphalia, Rhineland-Palatinate, Saarland, Saxony, Saxony-Anhalt, Schleswig-Holstein, Thuringia
Principal Investigators Schipolowski, Dr. Stefan
Stanat, Prof. Dr. Petra
Data Producers Institut zur Qualitätsentwicklung im Bildungswesen (IQB)
Funded by Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany
Link https://www.iqb.hu-berlin.de/bt/BT2016
Related Studies IQB-LV 2011 (DOI: 10.5159/IQB_LV_2011_v3)
Suggested Citation Stanat, P., Schipolowski, S., Rjosk, C., Weirich, S., Mahler, N., Kohrt, P., & Wittig, J. (2019). IQB-Bildungstrend Primarstufe 2016 (IQB-BT 2016) [IQB Trends in Student Achievement 2016 (IQB-BT 2016)] (Version 2) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BT_2016_v2
Restriction Notice Cognitive abilities must not be used as a dependent variable in the analyses.

Users of the data set should always cite the scale manual:

Schipolowski, S., Busse, J., Rjosk, C., Mahler, N., Becker, B., & Stanat, P. (2019). IQB-Bildungstrend 2016. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente in den Fächern Deutsch und Mathematik. [IQB Trends in Student Achievement 2016 scaling manual. Documentation of the survey instruments in the subjects German and Mathematics] (Schriftenreihe des Institutes zur Qualitätsentwicklung im Bildungswesen Band 10). Berlin: Institut zur Qualitätsentwicklung im Bildungswesen (IQB). https://doi.org/10.18452/25471

 

Project description

In this study, the Institute for Educational Quality Improvement (IQB) - commissioned by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (KMK) in the Federal Republic of Germany - investigated for the second time the school achievement of 4th-graders measured by the nationwide educational standards for primary education in the subjects of German and mathematics. A comparison with the results of the IQB National Assessment Study 2011 makes it possible to examine the extent to which the competence level of 4th-grade students has changed in the Länder over a period of five years. Approximately 30,000 4th grade students from over 1,500 schools participated in the IQB Trends in Student Achievement 2016. In each of the randomly selected schools, a class was also randomly selected to take part in the test. The data collection period ran from mid-May to mid-July 2016. (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.

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Documentation

 Here you can find further documentation:

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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

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.

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 teacher data set and student data sets linked?

In the IQB Trends in Student Achievement 2016 Study there is one ID (ZIDteach) in the student data set and there are several IDs in the teacher data set (see Scale Manual):

  • ZIDteachD    = ID German teachers
  • ZIDteachM    = ID Mathematics teachers
  • ZIDteachD2  = ID for German teachers who teach in several tested classes (only at special           education schools)
  • ZIDteachM2  = ID for mathematics teachers who teach in several tested classes (only at special education schools)

For linkage the variable ZIDteach in the student data set would have to be renamed in order to match the teachers` data (it can be used as the variables ZIDteachD or ZIDteachM etc.). This is necessary in order to use only one teacher per student group in wide formatdata sets.

The variable ZIDteach is a combination of school ID (IDSCH) and a string variable of the class taught at special education schools. This is necessary because at special education schools all students of the 4th grade and all German and mathematics teachers took part in the study.This means that within a school there are several classes which cannot be identified in any other way. At general education schools, one class per school was tested. There is a maximum of two teachers per class (i.e. one German teacher and one maths teacher). Thus the variable ZIDteach at general education schools corresponds to the school ID (IDSCH).

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Literature

Selected literature is listed PDF here (as of August 2023).

The IQB Trends in Student Achievement 2016 Report (German only), a summary (english and german version) and more information can be found here.

2023

Bach, M. (2023). Heterogeneous responses to school track choice: Evidence from the repeal of binding track recommendations. Economics of Education Review, 95, 102412. https://doi.org/10.1016/j.econedurev.2023.102412

2022

Hinz, A. (2022). Bildungsungleichheit am Übergang in die Sekundarstufe I: Die Entscheidung für ein Gymnasium unter intersektionaler Perspektive von Geschlecht, sozialem Status und Migrationshintergrund (Masterarbeit): Georg-August-Universität Göttingen, Göttingen.

Gutfleisch, T., & Kogan, I. (2022). Parental occupation and students’ STEM achievements by gender and ethnic origin: Evidence from Germany. Research in Social Stratification and Mobility, 82(100735). https://doi.org/10.1016/j.rssm.2022.100735

2021

Grewenig, E. (2021). School Track Decisions and Teacher Recommendations: Evidence from German State Reforms (ifo Working Papers No. 353). München: ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München (ifo Institut). Retrieved from ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München (ifo Institut) website: https://www.ifo.de/DocDL/wp-2021-353-grewenig-teacher-recommendation.pdf

Kölm, J., & Gresch, C. (2021). Elterliche Schulwahlmotive und der Besuch einer Förderschule oder einer allgemeinen Schule bei Kindern mit und Kindern ohne Zuwanderungshintergrund. Advance online publication. https://doi.org/10.25656/01:23916

Weishaupt, H. (2021). Wann sind Grundschulen in „sozial schwierigen Lagen“ und was bedeutet dies für Lehrkräfte, Schülerinnen und Schüler? Die Deutsche Schule, 114(1).

2020

Gresch, C., Kuhl, P., Grosche, M., Sälzer, C., & Stanat, P. (Eds.). (2020). Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. Wiesbaden: Springer Fachmedien. https://doi.org/10.1007/978-3-658-27608-9

Kocaj, A., Jansen, M., Kuhl, P., & Stanat, P. (2020). Zusammenhänge der Klassenkomposition an Förderschulen und allgemeinen Schulen mit schulischen Kompetenzen, akademischem Selbstkonzept und Interesse [Relations between classroom composition at special education schools and regular schools with individual school achievement, academic self-concept, and interest]. In C. Gresch, P. Kuhl, M. Grosche, C. Sälzer, & P. Stanat (Eds.), Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (Vol. 39, pp. 213–262). Wiesbaden: Springer Fachmedien. https://doi.org/10.1007/978-3-658-27608-9_8

2019

Schipolowski, S., Busse, J., Rjosk, C., Mahler, N., Becker, B., & Stanat, P. (2019). IQB-Bildungstrend 2016 - Skalenhandbuch zur Dokumentation der Erhebungsinstrumente in den Fächern Deutsch und Mathematik [IQB Trends in Student Achievement 2016 scaling manual. Documentation of the survey instruments in the subjects German and Mathematics] (Schriftenreihe des Institutes zur Qualitätsentwicklung im Bildungswesen No. Band 10). Berlin: Institut zur Qualitätsentwicklung im Bildungswesen (IQB). https://doi.org/10.18452/25471

Stanat, P., Schipolowski, S., Rjosk, C., Weirich, S., Mahler, N., Kohrt, P., & Wittig, J. (2019). IQB-Bildungstrend Primarstufe 2016 (IQB-BT 2016) [IQB Trends in Student Achievement 2016 (IQB-BT 2016)] (Version 2) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_BT_2016_v2

2017

Stanat, P., Schipolowski, S., Rjosk, C., Weirich, S., & Haag, N. (Eds.). (2017). IQB-Bildungstrend 2016: Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im zweiten Ländervergleich [IQB Trends in Student Achievement. The Second National Assessment of German and Mathematics Proficiencies at the End of Fourth Grade]. Münster, New York: Waxmann. Retrieved from https://www.iqb.hu-berlin.de/bt/BT2016/Bericht

2016

Kreis, A., Wick, J., & Kosorok Labhart, C. (Eds.). (2016). Netzwerke im Bildungsbereich: Vol. 9. Kooperation im Kontext schulischer Heterogenität. Münster, New York: Waxmann.

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