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IQB National Assessment Study 2011 (IQB-LV 2011)

Table of contents

Project description

Blank data sets

Documentation

Notes on the use of the data

Literature

> Link to application form (Scientific Use Files)

> Link to application form (Campus Files)

Project description

The national assessment study in primary schools 2011 (IQB Ländervergleich 2011 Primarstufe) is a nationwide large-scale assessment commissioned by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (KMK) in the Federal Republic of Germany. The study was designed to assess students’ proficiencies and to evaluate to which extent they meet educational standards in the German Länder. More than 27,000 grade 4 students participated in the study. They completed standardized achievement tests in German reading and listening comprehension as well as orthography. The latter was assessed within a partial sample of 4,800 students. Students were also tested in mathematics with items covering five central topics of mathematics proficiency (numbers and operations, geometry and orientation, patterns and structures, sizes and measurements as well as data, frequency and probability). In addition to data on students’ achievement, questionnaires given to students, parents, teachers and principals were considered to assess students’ socio-cultural, ethnic and familial background as well as aspects of their learning environment in schools. (IQB)

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Blank data sets

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

• Students data (SPSS)
• Parents data (SPSS)
• Parents data:Migration background (SPSS)
• Teachers data (SPSS)
• Teachers data: Language support (SPSS)
• Principals data (SPSS)

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Documentation

Here you can find further documentation:

• Scaling Manual LV 2011 (in German)
       DOI: 10.18452/3127
• Scaling Manual LV 2011 - Campus Files (in German)
       DOI: 10.5159/IQB_LV_11_CF_Skalendokumentation_v1
• 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.

What exactly are the WLE variables (WLE = Weighted Likelihood Estimates) in the National Assessment Study2011?

The WLE-variables (WLE = Weighted Likelihood Estimates) are estimators for the competencies of children. They can be interpreted similarly to z-standardized values - with the exception that the standard deviation is not exactly 1. More information on the concept 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

What is the reason for missing values on the competence estimators (e.g. plausible values, competence levels, WLEs) in the National Assessment Study 2011?

Missing values on the competency estimators (e.g. plausible values, competency levels, WLEs) can be attributed to the fact that these children either did not participate in the competency test (no participation in the test booklet on test day 1 and/or test day 2, see variables [tr_t_th_tt1] and [tr_t_th_tt2] in the student dataset) or were excluded from the test for another reason (see variable ]tr_Ex" in the student dataset).

What are the WLE-reliabilities of the competency estimators and reference for scales of academic self-concept in the National Assessment Study 2011?

WLE Reliabilities:

- Reading = 0.669

- Listening = 0.605

- Orthography = 0.844

- Mathematics (global model) = 0.921

Reference for scales for academic self-concept:

Martin, M. O., & Preuschoff, C. (2008). Creating the TIMSS 2007 background indices. In J. F. Olson, M. O. Martin, & I. V. S. Mullis (Eds.), TIMSS 2007 Technical Report (pp. 281-338). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

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 so I link teachers’ and students’ data sets

In the National Assessment Study 2011, one class per school was included in the sample (with a few exceptions in schools where students with special educational needs were not tested together with students without special educational needs). The students data set and teachers data set can be combined by using the ID variable "idsch_FDZ". Before linking both data sets, double cases with identical "idsch_FDZ" (N=557) must be removed from the teachers’ data set. Duplicates result from the fact that the subjects German and Mathematics were taught by different teachers in some classes. In these classes, information is available from both teachers. It is recommended to make the selection of data subject-specifically (variable names in the teacher data set: German: "LFa_a", mathematics: "LFa_f") should be selected.

How do I conduct trend analyses with the IQB Trends in Student Achievement 2015?

In order to carry out trend analyses between the National Assessment Study 2011 and the IQB Trends in Student Achievement 2016 and to replicate the Trends results, newly scaled plausible values are required for the competence area orthography.

These were added in the third data version:

New variables (N=15): SLvDOR01_Metrik2016 to SLvDOR15_Metrik2016

For the other competence areas (reading and listening) and mathematics, no adjustments to the plausible values are required to perform trend analyses. In order to replicate the results of the National Assessment Study 2011 for the competence area orthography, the original competence estimators should be used (variable names: SLvDOR01 to SLvDOR15).

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Literature

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

The Laendervergleich 2011 Report (German only) 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

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

Kuhl, P., Kocaj, A., & Stanat, P. (2022). Zusammenhänge zwischen einem gemeinsamen Unterricht und kognitiven und non-kognitiven Outcomes von Kindern ohne sonderpädagogischen Förderbedarf. Zeitschrift für Pädagogische Psychologie, 36(3), 1–26. https://doi.org/10.1024/1010-0652/a000283

2021

Bredtmann, J., Otten, S., & Vonnahme, C. (2021). Linguistic diversity in the classroom, student achievement, and social integration. Education Economics, 29(2), 121–142. https://doi.org/10.1080/09645292.2020.1866499

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

Kretschmann, J., Westphal, A., & Vock, M. (2021). Does it pay to be one of the oldest in class? Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools. Learning and Instruction, 74(4), 101463. https://doi.org/10.1016/j.learninstruc.2021.101463

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

Bach, M., & Fischer, M. (2020). Understanding the response to high-stakes incentives in primary education (IZA Discussion Paper Series No. 13845). Bonn: Institut zur Zukunft der Arbeit.

Koßmann, R. (2020). Der sonderpädagogische Förderbedarf im Lernen im Spiegel einer deutschlandweiten Ländervergleichsstudie. Behindertenpädagogik, 59(1), 47–73. https://doi.org/10.30820/0341-7301-2020-1

Kuschel, J., Richter, D. [Dirk], & 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

Enke, F. (2019). Sonderpädagogische Förderung und Selbstkonzept (Unveröffentlichte Masterarbeit): Christian-Albrechts-Universität zu Kiel, Kiel.

Forschungsdatenzentrum am Institut zur Qualitätsentwicklung im Bildungswesen (2019). Campus Files zum IQB-Ländervergleich 2011 - Skalenhandbuch zur Dokumentation der Variablen [Campus Files for the IQB National Assessment Study 2011 scaling manual. Documentation of variables]. Berlin. https://doi.org/10.5159/IQB_LV_11_CF_Skalendokumentation_v1

Forschungsdatenzentrum am Institut zur Qualitätsentwicklung im Bildungswesen. (2019). IQB-Ländervergleich Primarstufe 2011 (IQB-LV 2011) - Campus File [IQB National Assessment Study 2011 (IQB-LV 2011) - Campus File] (Version 1) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_LV_2011_CF_v1

Forschungsdatenzentrum am Institut zur Qualitätsentwicklung im Bildungswesen. (2019). IQB-Ländervergleich Primarstufe 2011 (IQB-LV 2011) - Campus File [IQB National Assessment Study 2011 (IQB-LV 2011) - Campus File] (Version 2) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_LV_2011_CF_v2

Guill, K., & Lintorf, K. (2019). Private tutoring when stakes are high: Insights from the transition from primary to secondary school in Germany. International Journal of Educational Development, 65, 172–182. https://doi.org/10.1016/j.ijedudev.2018.08.001

Junkuhn, B. (2019). Risikofaktoren für erhöhtes Beanspruchungserleben im Lehrerberuf [Risk factors for higher stress experience in the teaching profession] (Diplomarbeit): Christian-Albrechts-Universität zu Kiel, Kiel.

Kölm, J., Gresch, C., & Kuhl, P. (2019). Zuwanderungsbezogene Disparitäten bei der Diagnose eines sonderpädagogischen Förderbedarfs Lernen und der besuchten Schulart [Immigration-related disparities in having a diagnosis of special educational needs in the area of learning and the type of schooling]. Zeitschrift für Erziehungswissenschaft, 66(1), 771–789. https://doi.org/10.1007/s11618-019-00896-y

Koßmann, R. (2019). Schule und „Lernbehinderung“: Wechselseitige Erschließungen. Bad Heilbrunn: Klinkhardt Julius.

2018

Autorengruppe Bildungsberichterstattung. (2018). Bildung in Deutschland 2018: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration [Education in Germany 2018. An indicator-based report including an analysis of education and migration]. Bielefeld: wbv. https://doi.org/10.3278/6001820fw

Bredtmann, J., Otten, S., & Vonnahme, C. (2018). Linguistic Diversity in the Classroom, Student Achievement, and Social Integration (Ruhr economic papers No. 783). Essen, Bochum, Dortmund: RWI - Leibniz-Institut für Wirtschaftsforschung (RWI). https://doi.org/10.4419/86788911

Helbig, M., & Morar, T. (2018). Why Teachers Assign Socially Unequal Marks. A Case for Establishing Tertiary Origin Effects in the Model of Primary and Secondary Effects of Educational Research. International Journal of Learning, Teaching and Educational Research, 17(7), 1–25. https://doi.org/10.26803/ijlter.17.7.1

Jores, D., & Leiss, L. M. (2018). Die Kontroversen um PISA und Co. sowie eine Untersuchung zur Einstellung von Lehrkräften und Schulleitern zu Large Scale Assessments (Unveröffentlichte Bachelorarbeit): Johannes-Gutenberg-Universität Mainz, Mainz.

Klein, O. (2018). Unterschiede in der Wirkung frühkindlicher institutioneller Bildung und Betreuung für Kinder mit und ohne Migrationshintergrund in Deutschland (Dissertation): Universität Mannheim, Mannheim. Retrieved from https://www.proquest.com/dissertations-theses/unterschiede-der-wirkung-frühkindlicher/docview/2155174847/se-2?accountid=11531

Kocaj, A. (2018). Zusammenhänge zwischen der Beschulungsart und den schulischen Kompetenzen sowie der schulischen Motivation von Kindern mit sonderpädagogischem Förderbedarf (Dissertation): Lebenswissenschaftliche Fakultät, Berlin. Retrieved from https://edoc.hu-berlin.de/handle/18452/19880 https://doi.org/10.18452/19130

Kocaj, A., Kuhl, P., Jansen, M., Pant, H. A., & Stanat, P. (2018). Educational placement and achievement motivation of students with special educational needs. Contemporary Educational Psychology, 55, 63–83. https://doi.org/10.1016/j.cedpsych.2018.09.004

2017

Helbig, M., & Morar, T. (2017). Warum Lehrkräfte sozial ungleich bewerten: Ein Plädoyer für die Etablierung tertiärer Herkunftseffekte im werterwartungstheoretischen Standardmodell der Bildungsforschung [Why teachers grade unequally?] (Discussion paper No. P 2017-005). Berlin: Wissenschaftszentrum Berlin für Sozialforschung. Retrieved from Wissenschaftszentrum Berlin für Sozialforschung website: https://bibliothek.wzb.eu/pdf/2017/p17-005.pdf  

Hilz, S. (2017). Multigrade Classes and Their Impact on Student Performance in Primary School (Unveröffentlichte Bachelorarbeit): Ludwig-Maximilians-Universität München, München.

Richter, D. [Dirk], & Ziegler, C. (2017). Der Einfluss fachfremden Unterrichts auf die Schülerleistung: Können Unterschiede in der Klassenzusammensetzung zur Erklärung beitragen? [The influence of out-of-field teaching on student performance. Can it be explained by differences in class composition?]. Unterrichtswissenschaft, 45(2), 136–155. Retrieved from https://content-select.com/de/portal/media/view/58ef7368-1f38-4dae-b682-4e10b0dd2d03

2016

Autorengruppe Bildungsberichterstattung. (2016). Bildung in Deutschland 2016: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration [Education in Germany 2016. An indicator-based report including an analysis of education and migration]. Bielefeld: Bertelsmann. Retrieved from http://www.oapen.org/search?identifier=640941 https://doi.org/10.3278/6001820ew

Bredtmann, J., Otten, S., & Vonnahme, C. (2016). Der Einfluss linguistischer Diversität innerhalb von Schulklassen auf den Bildungerfolg von Schülern mit deutscher und nichtdeutscher Muttersprache [The influence of linguistic diversity within school classes on the educational success of students with German and non-German mother tongues] (1st ed.). RWI Materialien: Vol. 106. Essen: Rheinisch-Westfälisches Institut für Wirtschaftsforschung. Retrieved from https://www.econstor.eu/handle/10419/145993

Klusmann, U., Richter, D. [Dirk], & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193–1203. https://doi.org/10.1037/edu0000125

Kocaj, A., Haag, N., Weirich, S., Kuhl, P., Pant, H. A., & Stanat, P. (2016). Aspekte der Testgüte bei der Erfassung schulischer Kompetenzen von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf [Aspects of test accuracy in the assessment of school competences of students with special educational needs]. In V. Moser & B. Lütje-Klose (Eds.), Zeitschrift für Pädagogik. Beiheft: Vol. 62. Schulische Inklusion (pp. 212–233). Weinheim, Basel: Beltz Juventa. Retrieved from http://www.beltz.de/fachmedien/paedagogik/buecher/produkt_produktdetails/31333-schulische_inklusion.html ; https://nbn-resolving.org/urn:nbn:de:0111-pedocs-171816

Nikolaus, J. (2016). Soziale Ungleichheit im deutschen Bildungssystem: Welche herkunftsspezifischen Einflüsse auf die Lesekompetenz von 15-jährigen Schülerinnen und Schülern gibt es in Deutschland und haben sie sich im Zeitverlauf verringert?: Eine Analyse der PISA-Daten im Zeitvergleich [Social inequality in the German education system: What are the (family) background-specific influences on the reading skills of 15-year-old students in Germany and have they decreased over time?] (Unveröffentlichte Masterarbeit): Universität Kassel, Kassel.

Scholaske, L. (2016). The Impact of Grading on the Academic Self-Concept and Learning Enjoyment of Fourth-Graders (Unveröffentlichte Masterarbeit): Humboldt-Universität zu Berlin, Berlin.

2015

Haag, N., Heppt, B., Roppelt, A., & Stanat, P. (2015). Linguistic simplification of mathematics items: Effects for language minority students in Germany. European Journal of Psychology of Education, 30(2), 145–167.

Haag, N., Roppelt, A., & Heppt, B. (2015). Effects of mathematics items' language demands for language minority students: Do they differ between grades? Learning and Individual Differences, 42, 70–76.

Heppt, B., Haag, N., Böhme, K., & Stanat, P. (2015). The Role of Academic-Language Features for Reading Comprehension of Language-Minority Students and Students from Low-SES Families. Reading Research Quarterly, 50(1), 61-82 (22 Seiten). https://doi.org/10.1002/rrq.83

Kocaj, A., Kuhl, P., Rjosk, C., Jansen, M., Pant, H. A., & Stanat, P. (2015). Der Zusammenhang zwischen Beschulungsart, Klassenkomposition und schulischen Kompetenzen von Kindern mit sonderpädagogischem Förderbedarf [The relationship between type of schooling, classroom composition and school skills of students with special educational needs]. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Eds.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen ([335]-370). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-06604-8_12

Richter, E. (2015). Zusammenhänge zwischen den selbstberichteten Fortbildungsaktivitäten von Lehrkräften und dem Lernerfolg ihrer Schülerinnen und Schülern: Ergebnisse aus dem IQB-Ländervergleich 2011 (Unveröffentlichte Masterarbeit): Humboldt-Universität zu Berlin, Berlin.

2014

Böhme, K., & Hoffmann, L. (2014). Sprachstandsdiagnostik bei mehrsprachigen Grundschulkindern - Empirische Befunde zum Einsatz diagnostischer Verfahren in Deutschland [Language level diagnostics for multilingual elementary school children - Empirical results on using diagnostic methods in Germany]. Zeitschrift für interkulturellen Fremdsprachenunterricht, 19(2), 20–39. Retrieved from http://tujournals.ulb.tu-darmstadt.de/index.php/zif/article/view/6

Böhme, K., Richter, D. [David], Weirich, S., Haag, N., Wendt, H., Bos, W., . . . Stanat, P. (2014). Messen wir dasselbe? Zur Vergleichbarkeit des IQB-Ländervergleichs 2011 mit den internationalen Studien IGLU und TIMSS 2011 [Are we measuring the same thing? - Comparability of the IQB National Assessment Study 2011 with PIRLS and TIMSS 2011]. Unterrichtswissenschaft, 42(4), 342–365.

Klusmann, U., & Richter, D. [Dirk] (2014). Beanspruchungserleben von Lehrkräften und Schülerleistung: Eine Analyse des IQB-Ländervergleichs in der Primarstufe [Teacher stress and student achievement]. Zeitschrift für Pädagogik, 60(2), 202–224. Retrieved from http://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/zeitschrift_fuer_paedagogik/article/Journal.html?tx_beltz_journal[article]=13165&cHash=5beeb1ff63755ad4c1c49703a26003f4 ; https://nbn-resolving.org/urn:nbn:de:0111-pedocs-146545

Kocaj, A., Kuhl, P., Kroth, A. J., Pant, H. A., & Stanat, P. (2014). Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser?: Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe [Where do students with special educational needs learn better? A comparison of achievement between regular primary schools and special schools]. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 66(2), 165–191. https://doi.org/10.1007/s11577-014-0253-x

Richter, D. [Dirk], Böhme, K., Bastian-Wurzel, J., Pant, H. A., & Stanat, P. (2014). IQB-Ländervergleich 2011: Skalenhandbuch zur Dokumentation der Erhebungsinstrumente [IQB National Assessment Study 2011 scaling manual. Documentation of the survey instruments]: Humboldt-Universität zu Berlin, Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.18452/3127

Richter, D. [Dirk], Böhme, K., Becker, M., Pant, H. A., & Stanat, P. (2014). Überzeugungen von Lehrkräften zu den Funktionen von Vergleichsarbeiten: Zusammenhänge zu Veränderungen im Unterricht und den Kompetenzen von Schülerinnen und Schülern [Teachers' beliefs on the role of state-wide comparison tests]. Zeitschrift für Pädagogik, 60(2), 225–244. Retrieved from http://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/zeitschrift_fuer_paedagogik/article/Journal.html?tx_beltz_journal[article]=13166&cHash=68e2ce2a86630cebef41932503089857 ; https://nbn-resolving.org/urn:nbn:de:0111-pedocs-128468  (inhaltlich überarbeitete Version)

Stanat, P., Pant, H. A., Böhme, K., Richter, D. [David], Weirich, S., Haag, N., . . . Reimers, H. (2014). IQB-Ländervergleich Primarstufe 2011 (IQB-LV 2011) [IQB National Assessment Study 2011 (IQB-LV 2011)] (Version 3) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_LV_2011_v3

Stanat, P., Pant, H. A., Böhme, K., Richter, D. [Dirk], Weirich, S., Haag, N., . . . Reimers, H. (2014). IQB Ländervergleich Primarstufe 2011 (IQB-LV 2011) [IQB National Assessment Study 2011 (IQB-LV 2011)] (Version 2) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_LV_2011_v2

2013

Böhme, K., Felbrich, A., Weirich, S., & Stanat, P. (2013). Sprachliche Kompetenzen von Schülern mit Zuwanderungshintergrund am Ende der 4. Jahrgangsstufe [Language skills of students with an immigration background at the end of Grade 4]. Die Deutsche Schule, 105, 128–143.

Böhme, K., & Richter, D. [David] (2013). Der IQB-Ländervergleich 2011 [The IQB National Assessment Study 2011]. Schulmanagement, 44(3), 30–34.

Kuhl, P., Felbrich, A., Richter, D. [Dirk], Stanat, P., Pant, H. A., Becker, R., & Schulze, A. (2013). Die Jahrgangsmischung auf dem Prüfstand: Effekte jahrgangsübergreifenden Lernens auf Kompetenzen und sozio-emotionales Wohlbefinden von Grundschülerinnen und Grundschülern [Mixed-age teaching on the test bench]. In R. Becker & A. Schulze (Eds.), Bildungskontexte: Strukturelle Voraussetzungen und Ursachen ungleicher Bildungschancen (pp. 299–324). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-531-18985-7

Stanat, P., Pant, H. A., Richter, D. [Dirk], Pöhlmann, C., & Kuhl, P. (2013). Was kann das IQB leisten? [What can the IQB accomplish?]. In S. Lin-Klitzing, D. DiFuccia, & G. Müller-Frerich (Eds.), Zur Vermessung von Schule. Empirische Bildungsforschung und Schulpraxis (pp. 125–152). Bad Heilbrunn: Klinkhardt.

2011

Böhme, K., & Mallwitz, M. (2011). Qualitätsmonitoring im Rahmen des Ländervergleichs in der Primarstufe 2011. Arbeitsbericht [Quality monitoring within the framework of the IQB National Assessment Study 2011]: Institut zur Qualitätsentwicklung im Bildungswesen (IQB).

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