References of "Lorphelin, Dalia 50002228"
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See detailDie PISA-Studie 2015
Boehm, Bettina; Krug, Astrid; Mergen, Christiane et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

Detailed reference viewed: 49 (9 UL)
See detailLuxemburg im internationalen Vergleich
Boehm, Bettina; Fischbach, Antoine UL; Keller, Ulrich UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

Detailed reference viewed: 26 (7 UL)
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See detailZusammenfassung der Ergebnisse in Luxemburg
Boehm, Bettina; Ugen, Sonja UL; Fischbach, Antoine UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

Detailed reference viewed: 79 (15 UL)
See detailBefunde zum Luxemburger Regelschulwesen
Ugen, Sonja UL; Keller, Ulrich UL; Lorphelin, Dalia UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

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See detailRésumé des résultats au Luxembourg
Boehm, Bettina; Ugen, Sonja UL; Fischbach, Antoine UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)

Detailed reference viewed: 68 (6 UL)
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See detailAllgemeine Befunde zum luxemburgischen Schulwesen
Hornung, Caroline UL; Hoffmann, Danielle UL; Lorphelin, Dalia UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 92 (23 UL)
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See detailUnterschiede zwischen Schullaufbahnen
Fischbach, Antoine UL; Lorphelin, Dalia UL; Keller, Ulrich UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 63 (13 UL)
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See detailUnterschiede zwischen Schulformen
Keller, Ulrich UL; Villanyi, Denise UL; Fischbach, Antoine UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

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Peer Reviewed
See detailDifférence de genre en mathématiques chez les élèves de 3ème et 9ème année d’étude : Etude à grande échelle au Grand-Duché de Luxembourg
Gamo, Sylvie UL; Sonnleitner, Philipp UL; Hornung, Caroline UL et al

Poster (2014, June)

ÉpStan (Épreuves Standardisées) est une étude annuelle à grande échelle réalisée à Luxembourg depuis 2009. Les ÉpStan ont pour objectif d’évaluer le système éducatif luxembourgeois, en particulier le ... [more ▼]

ÉpStan (Épreuves Standardisées) est une étude annuelle à grande échelle réalisée à Luxembourg depuis 2009. Les ÉpStan ont pour objectif d’évaluer le système éducatif luxembourgeois, en particulier le niveau de compétences atteint en mathématiques des élèves de 3ème et de 9ème année d’étude (âgés en moyenne de 8 ans vs. 14 ans). A partir des résultats mathématiques ÉpStan 2013 du primaire et du secondaire, cette recherche vise d’une part, à examiner si l’écart de performance mathématique entre les sexes constaté par PISA 2012 chez les élèves de 15 ans luxembourgeois est confirmé chez les élèves de 14 ans et chez les élèves plus jeunes (8 ans), (Robinson, & Theule Lubienski, 2011) et d’autre part, à tester si les écarts de performance entre les sexes reflètent des différences de motivation et de confiance en soi et d’anxiété. [less ▲]

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See detailAssessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.
Sonnleitner, Philipp UL; Gamo, Sylvie UL; Hornung, Caroline UL et al

Scientific Conference (2014, April)

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves ... [more ▼]

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves Standardisées (ÉpStan). One of the core competencies that are measured is, of course, mathematical achievement. Beginning with grade 1 and continued in grade 3 and grade 9, students’ proficiency in several mathematical sub-competencies is assessed. Students have to demonstrate their mathematical problem solving skills in theoretical as well as applied contexts. This design not only allows for tracking individual students’ development of mathematical abilities but also allows for a better understanding of factors that influence this process ̶ a rich and valuable source for the determination of risk factors and the implementation of individual support programs. However, due to the early beginning of this comprehensive program and the heterogeneity of Luxembourg’s students in terms of cultural background and spoken language, several challenges arise, especially for test development. We will present and discuss the theoretical framework of mathematical competencies that is assessed within the ÉpStan and we will show how we are currently using possibilities of computer-based assessment and test design in order to respond to these challenges. [less ▲]

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See detailGender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.
Gamo, Sylvie UL; Sonnleitner, Philipp UL; Hornung, Caroline UL et al

Poster (2014, March 30)

Since 2009, ÉpStan (Épreuves Standardisées) is an annual large-scale study in Luxembourg. It aims to evaluate Luxembourg's school system, in particular students’ achieved competency level in mathematics ... [more ▼]

Since 2009, ÉpStan (Épreuves Standardisées) is an annual large-scale study in Luxembourg. It aims to evaluate Luxembourg's school system, in particular students’ achieved competency level in mathematics implemented in 3rd and 9th grade. The present study aims to investigate whether the existing gender gap in mathematics among 15-year-olds revealed by PISA 2012 can be confirmed in ÉpStan 9th grade and if it already exists in younger students’ mathematics performance (ÉpStan 3rd grade) (Robinson, & Theule Lubienski, 2011). Further, we study wether a gender gap in students’ drive, motivation and self-beliefs concerning mathematics performance exists. [less ▲]

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See detailData processing, analyses and reporting
Lorphelin, Dalia UL; Keller, Ulrich UL; Fischbach, Antoine UL et al

in Fischbach, Antoine; Ugen, Sonja; Martin, Romain (Eds.) ÉpStan Technical Report (2014)

Detailed reference viewed: 61 (12 UL)
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See detailUnterschiede zwischen Schulformen und das Pilotprojekt PROCI
Keller, Ulrich UL; Sonnleitner, Philipp UL; Villanyi, Denise UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

Detailed reference viewed: 57 (8 UL)
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See detailEinfluss des Sprachhintergrundes auf Schülerkompetenzen
Ugen, Sonja UL; Martin, Romain UL; Böhm, Bettina et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

Detailed reference viewed: 81 (19 UL)
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See detailMädchen und Jungen
Hornung, Caroline UL; Hoffmann, Danielle UL; Lorphelin, Dalia UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

Detailed reference viewed: 59 (11 UL)
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See detailKompetenzerwerb in Bezug auf das sozioökonomische und kulturelle Umfeld
Reichert, Monique UL; Muller, Claire UL; Wrobel, Gina UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

Detailed reference viewed: 65 (9 UL)
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See detailUnterschiede zwischen Schulformen
Keller, Ulrich UL; Lorphelin, Dalia UL; Muller, Claire UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)

Detailed reference viewed: 47 (10 UL)
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See detailAllgemeine Befunde zum Luxemburgischen Schulwesen
Fischbach, Antoine UL; Brunner, Martin UL; Lorphelin, Dalia UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)

Detailed reference viewed: 58 (21 UL)