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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 ▲]

Detailed reference viewed: 86 (7 UL)
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 ▲]

Detailed reference viewed: 119 (9 UL)
Peer Reviewed
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 ▲]

Detailed reference viewed: 54 (14 UL)
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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)

Detailed reference viewed: 113 (11 UL)
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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 ▲]

Detailed reference viewed: 253 (17 UL)
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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 ▲]

Detailed reference viewed: 46 (12 UL)
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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 ▲]

Detailed reference viewed: 95 (4 UL)
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 ▲]

Detailed reference viewed: 63 (4 UL)
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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 ▲]

Detailed reference viewed: 88 (12 UL)
Peer Reviewed
See detailTackling educational inequalities using school effectiveness measures
Levy, Jessica UL; Mussack, Dominic UL; Brunner, Martin et al

Scientific Conference (2020, November 11)

Detailed reference viewed: 80 (12 UL)
Peer Reviewed
See detailThe development and validation of a short conscientiousness questionnaire for large-scale educational assessment
van der Westhuizen, Lindie UL; Franzen, Patrick UL; Arens, A. Katrin et al

Scientific Conference (2020, July)

Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with ... [more ▼]

Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with 59 items. However, the resources required to complete such long scales often renders it unsuitable for large-scale educational assessment. Consequently, an economic and psychometrically sound conscientiousness questionnaire that is specifically customized for this context is needed. We developed and validated a short version of the MacCann et al. (2009) questionnaire. In study 1, French and German adaptations of the questionnaire were administered to a representative dataset comprising all ninth-graders in Luxembourg (N1=6325, Cohort 2017). Using an exhaustive search algorithm, we identified the optimal combination of four items for each subfacet by simultaneously considering three criteria: goodness of fit, factor saturation, and scalar measurement invariance across the German and French versions. In study 2, we validated our short 28-item questionnaire on a second, independent sample comprising 6,279 Luxembourgish ninth-graders (Cohort 2018). A 7-factor model assuming separate factors for each subfacet obtained acceptable fit (CFI=.93, RMSEA=.04, SRMR=.06). The criterion validity for each subfacet was tested by examining the relation to standardized achievement tests (SATs). In study 3, drawing on a dataset of 275 tenth-graders (linked longitudinally with the ninth-grade data from study 1), evidence of predictive validity (i.e., school grades) was examined. The subfacets of industriousness, caution and perfectionism showed the strongest relations with both SATs (study 2) and school grades (study 3). Our study delivered a short, valid and reliable questionnaire for the assessment of seven conscientiousness facets in the educational context. The scale is invariant across the German and French language versions and its brevity makes it suitable for large-scale educational assessment. [less ▲]

Detailed reference viewed: 147 (16 UL)
Peer Reviewed
See detailDoes Conscientiousness Matter for Academic Success? Considering Different Facets of Conscientiousness and Different Educational Outcomes
Franzen, Patrick UL; van der Westhuizen, Lindie UL; Arens, A. Katrin et al

Poster (2020, April)

Conscientiousness is the strongest BIG-5 predictor of academic success. Both conscientiousness and academic success are broad concepts, consisting of multiple lower level facets. Conscientiousness facets ... [more ▼]

Conscientiousness is the strongest BIG-5 predictor of academic success. Both conscientiousness and academic success are broad concepts, consisting of multiple lower level facets. Conscientiousness facets might display differential relations to different indicators of academic success. To investigate these relations, conscientiousness facets need to be measured in an economic and valid way. We conducted two studies, validating a short conscientiousness scale measuring seven facets of conscientiousness (Industriousness, Task Planning, Perfectionism, Procrastination Refrainment, Tidiness, Control, Cautiousness), and testing the relations of these facets with GPA, test scores, school satisfaction, and engagement. The results supported the validity of the scale. Industriousness, Perfectionism, and Cautiousness revealed the highest relations to academic outcomes. GPA and test scores showed differential associations with the different conscientiousness facets. [less ▲]

Detailed reference viewed: 136 (6 UL)
Peer Reviewed
See detailSelf-concept, interest, and achievement within and across math and verbal domains in first- and third-graders
van der Westhuizen, Lindie UL; Arens, A. Katrin; Keller, Ulrich UL et al

Scientific Conference (2020, April)

The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the ... [more ▼]

The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the associations between verbal and math achievement and corresponding domain-specific academic self-concepts (ASCs) and interests for first-graders and third-graders (N=21,192). Positive achievement-self-concept and achievement-interest relations were found within matching-domains in both grades, while negative cross-domains achievement-self-concept and achievement-interest relations were only found for third-graders. These findings suggest that while the formation of domain-specific ASCs and interests seem to rely on social and dimensional comparisons for third-graders, only social comparisons seem to be in operation for first-graders. Gender and cohort invariance was established in both grade levels. Findings are discussed within the framework of ASC differentiation and dimensional comparison theory. [less ▲]

Detailed reference viewed: 42 (2 UL)
Peer Reviewed
See detailLangzeiteffekte von Klassenwiederholungen in der Sekundarstufe
Klapproth, Florian; Keller, Ulrich UL; Fischbach, Antoine UL

Scientific Conference (2020, March)

Detailed reference viewed: 37 (4 UL)