• Anke Lindmeier
  • Knut Neumann
  • Sascha Bernholt
  • Marc Eckhardt
  • Ute Harms
  • Hendrik Härtig
  • Aiso Heinze
  • Ilka Parchmann
Translated title of the contributionDiagnostic instruments for assessing mathematics and science competences and their adaption for analyzing relations between general and vocational competences
International and national large-scale assessments suggest that a substantial number of German students fail to achieve a reasonable level of mathematical and scientific literacy at the and of middle school education. As many of these students enter vocational training, their subpar performance is widely considered a threat to the preparation of a qualified workforce. However, until now there is only little evidence whether students`performance in school mathematics or science affects the development of their professional competence during vocational training. This article discusses existing instruments for assessing students`mathematical and scientific literacy. These instruments are analyzed with respect to their suitability for monitoring the development of students`competences during vocational training based on a three-dimensional model that differentiates between literacies as educational outcome and related competences with certain or strong professional relevance. Resulting adjustments and extensions of the instruments are discussed and exemplified.
Original languageGerman
JournalZeitschrift für Berufs- und Wirtschaftspädagogik
VolumeBeiheft 26
Pages (from-to)161-181
Number of pages21
StatePublished - 2013

ID: 26322