References of "Fischbach, Antoine 50001789"
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See detailThe Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

Scientific Conference (2021, November)

Policy responses to the COVID-19 pandemic (e.g., school closure, home-schooling) have affected students at various stages of education all over the world and were found to increase inequalities in ... [more ▼]

Policy responses to the COVID-19 pandemic (e.g., school closure, home-schooling) have affected students at various stages of education all over the world and were found to increase inequalities in academic achievement (OECD, 2021). The present study is based on fully representative large-scale data from the Luxembourg School Monitoring Programme (Épreuves Standardisées; ÉpStan; LUCET, 2021). The ÉpStan are assessing key competencies of primary and secondary school students in different subjects (e.g., German, French and Math). To allow a fair performance comparison, socio-economic and socio-cultural backgrounds of students (e.g., gender, migration and language background) are systematically taken into consideration. The ÉpStan 2020 entail data from approximatively 25.000 students from five different grades (elementary and secondary school), from 15.000 parents (elementary school) and comparative data from 160.000 students from previous cohorts, thus providing key empirical findings on the pandemic’s impact on the Luxembourgish education system. In the present contribution, we analyze a) how the results of standardized achievement tests compare to previous cohorts and under consideration of students’ socio-economical and socio-cultural background, as well as b) how parents and students perceived home-schooling with regard to aspects such as coping, technical equipment, motivation or contact to teachers. First results indicate that in Grades 1, 5, 7 and 9, standardized achievement scores were generally stable in comparison to previous years. However, in Grade 3, students’ competency scores in German (primary language of instruction in elementary school) listening comprehension worsened substantially. Furthermore, third graders from socio-economically disadvantaged households and/or students that do not speak Luxembourgish/German at home did worse in German reading comprehension than their peers from socio-economically advantaged households and/or speaking Luxembourgish/German at home. Concerning the perception of home-schooling, students coped rather well with the situation, with German being a bit more challenging in primary school and math in secondary school. Findings concerning motivation and enjoyment of home-schooling were mixed, with primary school students’ motivation being comparably to the regular school setting but approximately half of the secondary school students being less motivated than in the regular school setting. Furthermore, all households seem to have been well equipped, with the situation being slightly more favorable in socio-economically advantaged households. For the majority of students, the contact with teachers was frequent, with teachers having adapted their type of support to the needs of their students (e.g., more personal contact towards students from socio-economically disadvantaged households). To conclude, it can be said that no systematic negative trend has been identified in students’ achievement scores. Only German listening comprehension in Grade 3 has worsened substantially and these skills should therefore be fostered as early as possible. Overall, students coped rather well with home-schooling without, however, particularly enjoying it. While students entering the pandemic with favorable background characteristics (e.g., higher socio-economic status, speaking a language of instruction at home) managed better both regarding competencies and perception of home-schooling, students with less favorable background characteristics have received more differentiated support. These findings underline that already existing inequalities in the Luxembourgish school system have in parts been intensified by the pandemic. References LUCET. (2021). Épreuves Standardisées (ÉpStan). https://epstan.lu OECD. (2021). The State of School Education: One Year into the COVID Pandemic. OECD Publishing. https://doi.org/10.1787/201dde84-en [less ▲]

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See detailStability of Primary School Value-Added Scores over Time: A Comparison Between Math and Language Achievement as Outcome Variables
Emslander, Valentin UL; Levy, Jessica UL; Scherer, Ronny et al

Scientific Conference (2021, November)

Value-added (VA) models are widely used for accountability purposes in education. Tracking a teacher’s or a school’s VA score over time forms oftentimes the basis for high-stakes decision-making and can ... [more ▼]

Value-added (VA) models are widely used for accountability purposes in education. Tracking a teacher’s or a school’s VA score over time forms oftentimes the basis for high-stakes decision-making and can determine whether teachers can keep their jobs or schools may receive certain funding. Despite their high-stakes application, the stability of VA scores over time has not yet been investigated for primary schools. Moreover, it is unclear whether different outcome measures (e.g., language and mathematics) may differ in their stability over time. In the present study, we aimed to clarify the stability of VA scores over time and investigate the differences across outcome variables. Furthermore, we wanted to showcase the real-life implications of (in)stable VA scores for single schools, with a focus on an informative use of VA scores rather than an evaluative way. The exploration of school VA scores in primary schools is especially relevant for heterogeneous student populations, for instance, in Luxembourg. Thus, we drew on representative longitudinal data from the standardized achievement tests of the Luxembourg School Monitoring Programme and examined the stability of school VA scores over two years in 146 schools (N = 7016 students). The overall stability, as measured by correlation coefficients, was moderate with r = .37 for VA scores in language and r = .34 for VA scores in mathematics from grade one to grade three. Real-life implications for schools will be discussed. [less ▲]

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See detailLong-Term Effects of Retention in Grade 8 in Luxembourg
Klapproth, Florian; Keller, Ulrich UL; Fischbach, Antoine UL

Scientific Conference (2021, September 10)

Meta-analyses (Hattie, 2009; Jimerson, 2001) have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The ... [more ▼]

Meta-analyses (Hattie, 2009; Jimerson, 2001) have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences (Pagani, Tremblay, Vitaro, Boulerice & McDuff, 2001). However, in the short term, positive effects of grade retention are quite likely to occur (Klapproth, Schaltz, Brunner, Keller, Fischbach, Ugen & Martin, 2016). In Luxembourg, more than half of the students repeat at least one grade within their entire school career (Klapproth & Schaltz, 2015). Since grade retention is applied so frequently, the aim of the current study was to examine long-term effects of grade retention, and particularly retention in grade 8. The data used in this study were drawn from 2,835 Luxembourgish students who completed primary education (grade 6) and began secondary education (grade 7) in the 2008-2009 school year. We conducted propensity-score matching to select retained and promoted students with comparable characteristics. We used the “same age-cohort, same grade, different times of measurement” approach for comparisons (Klapproth et al., 2016). The dependent variables were the school marks in the main subjects (German, French, and mathematics) in grades 10, 11, and 12, which can vary between 0 and 60 (with higher values indicating better achievement, and values below 30 indicating insufficient achievement). Our results showed that grade 8 repeaters obtain significantly lower school marks in grades 10 to 12 as compared to matched non-repeaters, with most negative effects appearing for mathematics and French (as opposed to German) and with negative effects strengthening significantly with time. These results seem to confirm results of previous meta-analyses on longer-term effects of grade retention, seemingly suggesting that grade retention is no effective means to tackle low student achievement. [less ▲]

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See detailStability of Value-Added Models: Comparing Classical and Machine Learning Approaches
Emslander, Valentin UL; Levy, Jessica UL; Scherer, Ronny et al

Scientific Conference (2021, September)

Background: What is the value that teachers or schools add to the evolution of students’ performance? Value-added (VA) modeling aims to answer this question by quantifying the effect of pedagogical ... [more ▼]

Background: What is the value that teachers or schools add to the evolution of students’ performance? Value-added (VA) modeling aims to answer this question by quantifying the effect of pedagogical actions on students’ achievement, independent of students’ backgrounds (e.g., Braun, 2005). A plethora of VA models exist, and several outcome measures are in use to estimate VA scores, yet without consensus on the model specification (Everson, 2017; Levy et al., 2019). Furthermore, it is unclear whether the most frequently used VA models (i.e., multi-level, linear regression, and random forest models) and outcome measures (i.e., language and mathematics achievement) indicate a similar stability of VA scores over time. Objectives: Drawing from the data of a highly diverse and multilingual school setting, where leveling out the influence of students’ backgrounds is of special interest, we aim to (a) clarify the stability of school VA scores over time; (b) shed light on the sensitivity toward different statistical models and outcome variables; and (c) evaluate the practical implications of (in)stable VA scores for individual schools. Method: Utilizing the representative, longitudinal data from the Luxembourg School Monitoring Programme (LUCET, 2021), we examined the stability of school VA scores. We drew on two longitudinal data sets of students who participated in the standardized achievement tests in Grade 1 in 2014 or 2016 and then again in Grade 3 two years later (i.e., 2016 and 2018, respectively), with a total of 5875 students in 146 schools. School VA scores were calculated using classical approaches (i.e., linear regression and multilevel models) and one of the most commonly used machine learning approaches in educational research (i.e., random forests). Results and Discussion: The overall stability over time across the VA models was moderate, with multilevel models showing greater stability than linear regression models and random forests. Stability differed across outcome measures and was higher for VA models with language achievement as an outcome variable as compared to those with mathematics achievement. Practical implications for schools and teachers will be discussed. [less ▲]

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See detailLong-term effects of retention in grade 8 in Luxembourg
Klapproth, Florian; Keller, Ulrich UL; Fischbach, Antoine UL

Scientific Conference (2021, August 26)

Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects ... [more ▼]

Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences. However, in the short term, positive effects of grade retention are quite likely to occur. In Luxembourg, more than half of the students repeat at least one grade within their entire school career. Since grade retention is applied quite frequently, the aim of the current study was to examine long-term effects of grade retention. A representative sample of 2,835 Luxembourgish 8th grade students was used for this study, and propensity score matching was applied to select a control group of promoted students who were similar to the retained students on a variety of characteristics. Furthermore, a type of comparison was used by which the outcome variables of the retained and promoted students were compared at different times while the grade- and age-cohort were held equal between groups. With respect to school marks as an indicator of students’ academic achievement, this study showed that grade 8 retention lowered repeaters’ school marks, on average, in grades 10 to 13, as compared to matched non-repeaters. [less ▲]

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See detailKnowledge assessment with concept maps: Opportunities and challenges
Rohles, Björn UL; Koenig, Vincent UL; Fischbach, Antoine UL et al

Scientific Conference (2021, July)

21st-century digital society poses tremendous challenges for education and assessment. Learners have to understand the complex relations between diverse topics and learn how to learn their entire lives ... [more ▼]

21st-century digital society poses tremendous challenges for education and assessment. Learners have to understand the complex relations between diverse topics and learn how to learn their entire lives. Concept mapping is a promising approach to address these issues. It is a method that uses concepts connected by labeled links to visualize a semantic network of knowledge. Concept mapping is predestined for a digital approach because it allows for easy interactive editing, innovative test items, and incorporation of multimodal information. Concept mapping is available for summative and formative assessment and, thus, provides the opportunity to become a vital part of modern education. The biggest advantage of concept mapping (i.e., a comprehensive and yet comprehensible visualization of complex relations) also represents the biggest challenge when it comes to assessment with - and scoring of - concept maps. The first challenge is the enormous amount of indicators used for scoring concept maps in assessment. A second challenge comes from the fact that educators using concept mapping in their assessment have to understand and interpret the indicators that are used in scoring concept maps. This presentation reports on a Ph.D. project that investigates digital concept mapping in the context of knowledge assessment from a user experience perspective. The results are based on, first, a comprehensive international systematic literature review on concept map scoring, and second, three empirical studies covering the needs and experiences of learners and educators in concept mapping. It presents key findings from the iterative user experience design of a concept mapping tool as part of the online assessment platform OASYS, an overview of indicators used in concept map scoring, and research opportunities in knowledge assessment with concept maps. Finally, it stresses the value that user experience design brings to knowledge assessment with concept maps. [less ▲]

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See detailSocial Inequality in Education: Academic Achievement of First-, Second-, and Later-Generation Immigrant Students in Luxembourg
Rivas, Salvador UL; Reichel, Yanica UL; Krämer, Charlotte UL et al

Scientific Conference (2021, April 08)

Students with immigrant backgrounds are often disadvantaged in public educational systems. In Luxembourg, about 50% of primary and secondary school students have an immigrant background, most notably from ... [more ▼]

Students with immigrant backgrounds are often disadvantaged in public educational systems. In Luxembourg, about 50% of primary and secondary school students have an immigrant background, most notably from Italy, the former Yugoslavia and Portugal. Using data from Luxembourg’s national school monitoring program, we investigate and document for the first time, existing and emerging differences in academic achievement among different immigrant generations of students. Our results indicate that student achievement in Math, German and French is differentially affected by immigrant generational status and language spoken at home. In addition, we find secondary effects of student social background. [less ▲]

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See detailLernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.
Ugen, Sonja UL; Schiltz, Christine UL; Fischbach, Antoine UL et al

Book published by Melusina Press (2021)

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in ... [more ▼]

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in multilingualen Kontexten - wie in Luxemburg - eine Herausforderung dar. Auch werden derzeit vorwiegend im Ausland entwickelte diagnostische Tests durchgeführt, welche die luxemburgischen Besonderheiten, wie etwa das Erlernen der schriftsprachlichen und mathematischen Kompetenzen in einer Zweit- oder Drittsprache, nicht berücksichtigen. Ausgehend vom aktuellen Forschungs- und Wissensstand wird ein vertieftes Verständnis im Hinblick auf Lese- und Rechtschreibstörungen und Rechenstörungen dargelegt. Darauf aufbauend werden diagnostische Vorgehensweisen sowie pädagogische Hilfsmaßnahmen mithilfe von Erfahrungswerten praktizierender Fachkräfte aus dem luxemburgischen Förderbereich vorgestellt. [less ▲]

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See detailEinleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung
Ugen, Sonja UL; Schiltz, Christine UL; Fischbach, Antoine UL et al

in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine (Eds.) et al Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)

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See detailIdentifying Math and Reading Difficulties of Multilingual Children: Effects of Different Cut-offs and Reference Groups
Martini, Sophie Frédérique UL; Schiltz, Christine UL; Fischbach, Antoine UL et al

in Herzog, Moritz; Gürsoy, Erkan; Fritz-Stratmann, Annemarie (Eds.) Diversity Dimensions in Mathematics and Language Learning. Perspectives on culture, education, and multilingualism (2021)

Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific ... [more ▼]

Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology. [less ▲]

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See detailExperimenter Effects in Children Using the Smileyometer Scale
Lehnert, Florence Kristin UL; Lallemand, Carine UL; Fischbach, Antoine UL et al

Scientific Conference (2020, November 19)

Researchers in the social sciences like human-computer interaction face novel challenges concerning the development of methods and tools for evaluating interactive technology with children. One of these ... [more ▼]

Researchers in the social sciences like human-computer interaction face novel challenges concerning the development of methods and tools for evaluating interactive technology with children. One of these challenges is related to the validity and reliability of user experience measurement tools. Scale designs, like the Smileyometer, have been proven to contain biases such as the tendency for children to rate almost every technology as great. This explorative paper discusses a possible effect of two experimenter styles on the distribution of 6-8 years old pupils' ratings (N= 73) to the Smileyometer. We administered the scale before and after a tablet-based assessment in two schools. Experimenter 1 employed a child-directed speech compared to a monotone speech of Experimenter 2. While brilliant (5 out of 5) was the most frequent answer option in all conditions, the mean scores were higher and associated with a lower variability across both conditions for Experimenter 2. We discuss a possible experimenter effect in the Smileyometer and implications for evaluating children’s user experiences. [less ▲]

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See detailHow do pupils experience Technology-Based Assessments? Implications for methodological approaches to measuring the User Experience based on two case studies in France and Luxembourg
Lehnert, Florence Kristin UL; Lallemand, Carine UL; Fischbach, Antoine UL et al

Scientific Conference (2020, November 12)

Technology-based assessments (TBAs) are widely used in the education field to examine whether the learning goals were achieved. To design fair and child-friendly TBAs that enable pupils to perform at ... [more ▼]

Technology-based assessments (TBAs) are widely used in the education field to examine whether the learning goals were achieved. To design fair and child-friendly TBAs that enable pupils to perform at their best (i.a. independent of individual differences in computer literacy), we must ensure reliable and valid data collection. By reducing Human-Computer Interaction issues, we provide the best possible assessment conditions and user experience (UX) with the TBA and reduce educational inequalities. Good UX is thus a prerequisite for better data validity. Building on a recent case study, we investigated how pupils perform TBAs in real-life settings. We addressed the context-dependent factors resulting from the observations that ultimately influence the UX. The first case study was conducted with pupils age 6 to 7 in three elementary schools in France (n=61) in collaboration with la direction de l’évaluation, de la prospective et de la performance (DEPP). The second case study was done with pupils age 12 to 16 in four secondary schools in Luxembourg (n=104) in collaboration with the Luxembourg Centre for Educational Testing (LUCET). This exploratory study focused on the collection of various qualitative datasets to identify factors that influence the interaction with the TBA. We also discuss the importance of teachers’ moderation style and mere system-related characteristics, such as audio protocols of the assessment data. This study contribution comprises design recommendations and implications for methodological approaches to measuring pupils’ user experience during TBAs. [less ▲]

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See detailInequalities in the Luxembourgish Educational System: Effects of Language Proficiency on Math Performance Among Different Generations of Immigrant Students
Krämer, Charlotte UL; Rivas, Salvador UL; Reichel, Yanica UL et al

Poster (2020, November 12)

Research indicates students with immigrant background are disadvantaged in educational systems of the host country (e.g., OECD, 2018). In Luxembourg, roughly half of the school population has an immigrant ... [more ▼]

Research indicates students with immigrant background are disadvantaged in educational systems of the host country (e.g., OECD, 2018). In Luxembourg, roughly half of the school population has an immigrant background (Lenz & Heinz, 2018), and several studies indicate these students are considerably disadvantaged in terms of educational achievement levels (Hadjar et al., 2015, 2018). Lower achievement may be partly due to difficulties related to displacement and settling of 1st generation immigrant students. Second and later generation students may however also experience disadvantages as they speak languages at home that are different from the two main languages of instruction (i.e., German and French), and their parents may be less familiar with the educational system and less able to provide support for their children (Alba & Foner, 2016). This may explain why educational inequalities persist; however little is known about the influence of language proficiency of different generations of immigrant students on their performance in other school subjects. Therefore, our poster focuses on the effect of generation after controlling for the effect of language on math competency. Using data from the Luxembourg School Monitoring Programme (Épreuves Standardisées) for the 2016 cohort of 9th grade students in the two main tracks of secondary school (n=4,339), we conduct regression analysis to investigate to what extent language proficiency in German and French and generational status have an impact on math performance. Data indicates that language proficiency in both German and French explains a significant proportion of variance in math performance. In addition, there is a generation effect, whereby 3rd and later generation immigrant students achieve a higher level of math competency than students of the 1st or 2nd generation. Results will be discussed in terms of social mobility and educational inequality. [less ▲]

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See detailTackling educational inequalities using school effectiveness measures
Levy, Jessica UL; Mussack, Dominic UL; Brunner, Martin et al

Scientific Conference (2020, November 11)

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See detailA propensity score matching approach on predicting academic success of primary school students
Wollschläger, Rachel UL; Hornung, Caroline UL; Sonnleitner, Philipp UL et al

Scientific Conference (2020, July)

School career and academic achievement are known to greatly affect an individual’s path through life (e.g., Trapmann, Hell, Weigand & Schuler, 2007; Jimerson, 2001). In Luxembourg, recent findings ... [more ▼]

School career and academic achievement are known to greatly affect an individual’s path through life (e.g., Trapmann, Hell, Weigand & Schuler, 2007; Jimerson, 2001). In Luxembourg, recent findings indicate that at school entrance (i.e., the beginning of Grade 1) the majority of the students achieve or even surpass the required minimum level of core competencies such as mathematics and early literacy (Hoffmann, Hornung, Gamo, Esch, Keller, & Fischbach, 2018). However, in Grade 3 (i.e., after the first two years of elementary school) many students do no longer achieve the required minimum level of competencies in math and literacy (ibid.). Especially students with another language background than (any of) the official languages in Luxembourg (Luxembourgish, German, and French) and those socio-economically disadvantaged were found to be more likely not to obtain the competency level (ibid.). The current study aims to investigate which specific factors may facilitate (or hinder) learning progression by using longitudinal data of the Luxembourg School Monitoring Programme Épreuves Standardisées from Grade 1 (2014, 2015) to Grade 3 (2016, 2017, 2018). More specifically, students with irregular pathways (i.e., those who experienced grade retention) will be identified as treatment group and compared to a stratified control group of students following regular pathways. For each student of the treatment group, one or more students from the control group will be matched through propensity score matching, a matching procedure based on logistic regression, according to different pre-sets of variables. In a second step, the two groups will be compared in regards to competency levels as well as to socio-emotional context variables such as family background, student-teacher interaction, and school satisfaction aiming at identifying characteristics potentially facilitating (or hindering) a student’s school career. [less ▲]

Detailed reference viewed: 38 (17 UL)