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See detailDifférences de performance dans les compétences langagières et en lecture entre élèves à parcours scolaire régulier et irrégulier, issus de familles immigrées portugaises au Luxembourg.
Ertel Silva, Cintia UL; Hornung, Caroline UL; Schiltz, Christine UL

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailSprach- und Leseunterschiede zwischen portugiesischen Migrantenkindern mit und ohne Klassenwiederholung in Luxemburg.
Ertel Silva, Cintia UL; Hornung, Caroline UL; Schiltz, Christine UL

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT, (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 ... [more ▼]

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 (Vorschule) hat Antônio Luxemburgisch sprechen gelernt. Seit er in der Vorschule mit der Sprache in Berührung gekommen ist, hat er sich einen großen Wortschatz in Luxemburgisch angeeignet. Wortschatzkenntnisse gehören zu den wichtigsten Voraussetzungen für das Lesen (Lervåg & Aukrust, 2010). Kinder, die das Lesenlernen mit umfangreicheren Wortschatzkenntnissen beginnen, haben bessere Chancen auf Lernerfolge beim Lesen. Für Kinder in Luxemburg ist es eine große Herausforderung, dass der Schriftspracherwerb in Deutsch erfolgt, das für die meisten von ihnen eine Fremdsprache ist, und nicht in Luxemburgisch, also der Sprache, die sie zuvor in Cycle 1 gelernt haben. [less ▲]

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See detailBefunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement)
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailRésultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires)
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)

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See detailRésultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailBefunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailUsing Automatic Item Generation in the context of the Épreuves Standardisées (Épstan): A pilot study on effects of altering item characteristics and semantic embeddings
Michels, Michael Andreas UL; Hornung, Caroline UL; Inostroza Fernandez, Pamela Isabel UL et al

Scientific Conference (2021, November 11)

Assessing mathematical skills in national school monitoring programs such as the Luxembourgish Épreuves Standardisées (ÉpStan) creates a constant demand of developing high-quality items that is both ... [more ▼]

Assessing mathematical skills in national school monitoring programs such as the Luxembourgish Épreuves Standardisées (ÉpStan) creates a constant demand of developing high-quality items that is both expensive and time-consuming. One approach to provide high-quality items in a more efficient way is Automatic Item Generation (AIG, Gierl, 2013). Instead of creating single items, cognitive item models form the base for an algorithmic generation of a large number of new items with supposedly identical item characteristics. The stability of item characteristics is questionable, however, when different semantic embeddings are used to present the mathematical problems (Dewolf, Van Dooren, & Verschaffel, 2017, Hoogland, et al., 2018). Given culture-specific knowledge differences in students, it is not guaranteed that illustrations showing everyday activities do not differentially impact item difficulty (Martin, et al., 2012). Moreover, the prediction of empirical item difficulties based on theoretical rationales has proved to be difficult (Leighton & Gierl, 2011). This paper presents a first attempt to better understand the impact of (a) different semantic embeddings, and (b) problem-related variations on mathematics items in grades 1 (n = 2338), 3 (n = 3835) and 5 (n = 3377) within the context of ÉpStan. In total, 30 mathematical problems were presented in up to 4 different versions, either using different but equally plausible semantic contexts or altering the problem’s content characteristics. Preliminary results of IRT-scaling and DIF-analysis reveal substantial effects of both, the embedding, as well as the problem characteristics on general item difficulties as well as on subgroup level. Further results and implications for developing mathematic items, and specifically, for using AIG in the course of Épstan will be discussed. [less ▲]

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See detailThe factor structure of mathematical abilities in Luxembourg’s national school monitoring: Its stability over elementary school and relations to, gender, language background, and SES
Sonnleitner, Philipp UL; Hornung, Caroline UL

Scientific Conference (2021, July)

Mathematics skills are the fundament of modern societies, especially those based on a knowledge-economy. The age of digitalization renders mathematics education even more crucial since it builds the ... [more ▼]

Mathematics skills are the fundament of modern societies, especially those based on a knowledge-economy. The age of digitalization renders mathematics education even more crucial since it builds the starting point for all STEM-related fields. Consequently, mathematics is at the core of numerous educational Large-Scale Assessments on international (e.g. PISA, TIMSS) or national level (e.g. NAEP, NEPS, SNSA). Although the underlying test development frameworks are most often multi-dimensional or hierarchical, psychometric analyses usually focus on a single latent factor that represents a rather vague general mathematical ability. How and to what extent this simplification affects educational studies that rely on these data remains unclear. The present study takes Luxembourg’s national school monitoring program ÉpStan as example to tackle this question and clarify the consequences. ÉpStan’s mathematics test is conducted annually in elementary school Grades 1, 3, and 5 and is comprised of around 50 to 70 items. Since ÉpStan captures competencies of all students biyearly, each analysis will be based on the full cohort (n > 5000). First, we will investigate whether the curriculum-based test framework for mathematics can psychometrically be represented in a related (multi-dimensional) confirmatory factor model including the domains numbers & operations and space & form. This will be done in Grades 1, 3, and 5. Second, we will study the factor model’s cross-sectional stability within each Grade (over three consecutive years) and longitudinal stability between Grades. Finally, we will study the factors’ relations to students’ cognitive and sociodemographic characteristics and compare the results with correlations found using the most widely used one-dimensional model of mathematical abilities. Based on the results, we will discuss implications not only for educational studies that often uncritically make use of large-scale assessment data, but also highlight the consequences for group-level feedback that is based on such assessments. [less ▲]

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See detailRechenstörungen
Hornung, Caroline UL; Wollschläger, Rachel UL; Schiltz, Christine UL

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

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See detailLEARN Newsletter - Editioun 2021
Georges, Carrie UL; Hoffmann, Danielle UL; Hornung, Caroline UL et al

Book published by LEARN (2021)

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See detailLEARN Newsletter - Édition 2021
Georges, Carrie UL; Hoffmann, Danielle; Hornung, Caroline UL et al

Book published by LEARN (2021)

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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 ▲]

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See detailFinger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis
Van Rinsveld, Amandine; Hornung, Caroline UL; Fayol, Michel

in Cognitive Development (2020), 53

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See detailThe effect of grade retention on reading skills of immigrant children in multilingual elementary school. A longitudinal study.
Ertel Silva, Cintia UL; Alieva, Aigul; Hornung, Caroline UL et al

Presentation (2019, November 06)

In a longitudinal study the effect of grade retention on reading skills of immigrant children in multilingual elementary school was investigated. The study was conducted between 2013 and 2017 and thirty ... [more ▼]

In a longitudinal study the effect of grade retention on reading skills of immigrant children in multilingual elementary school was investigated. The study was conducted between 2013 and 2017 and thirty-four per cent of the sample was lost due to grade retention. These children had been followed from kindergarten to grade 3 of elementary school. To observe differences among promoted and retained students, we assessed them using various language and socioeconomic measures. We also compared a subgroup of promoted students, scoring lower in grade 2 than the mean of retained students in reading comprehension. The current study revealed four main findings. Firstly, there were no significant differences between promoted and retained students in their first language vocabulary (Portuguese). Secondly, there was a significant difference in second and third language vocabularies (Luxembourgish and German) and in German reading tasks (the language of instruction) from kindergarten to grade 2, with promoted students scoring higher than retained students. Thirdly, and most importantly, retained students did not catch up with promoted students in the language of instruction (German) measures even after grade retention, but they did in language of socialisation (Luxembourgish). Fourthly, and in contrast to retained students, the low-achieving promoted students improved significantly in German reading comprehension by grade 3.The last two findings underline that grade retention does not lead to improvement in children’s reading comprehension. As vocabulary is one of the main predictors of reading comprehension, programs that improve poor readers’ vocabulary knowledge may be more efficient than grade retention. The present findings corroborate previous studies reporting that grade retention is not beneficial and that low-achieving students promoted to the next grade show better academic outcomes later than retained students. [less ▲]

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