• Hendrik Härtig
  • Patricia Heitmann
  • Jan Retelsdorf
Within the evaluation of National Educational Standards in science education all items provide information required for the answer. The items thereby are also competency-based. We assume that general language proficiency plays a central role in order to assess achievement in physics since some answers require an open response. Thus, this paper addresses the question to what extent general language proficiency can affect the results of the evaluation of the educational standards in physics education for the competence content knowledge. Drawing on a sample of N = 1961 vocational trainees first, it is shown that the National Educational Standards items are affected by general language proficiency to a relevant degree. Furthermore, items in open response format are more difficult than items in a closed response format, with a slight interaction between response format and general language proficiency.
Translated title of the contributionAnalyses of the tasks for evaluating the educational standards in physics – Differentiation between written language proficiency and content knowledge
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
Issue number4
Pages (from-to)763-779
Number of pages17
Publication statusPublished - 11.2015

    Research areas

  • Answer format, Competence tests, Evaluation of educational standards, Written language proficiency

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