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; Colling, Joanne; Levy, Jessica; Keller, Ulrich; Ugen, Sonja; Wollschläger, Rachel

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 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

See detailNeed for Cognition and its relation to Self-Control and Action Orientation in Secondary School Students in Luxembourg
Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich; Preckel, Franzis; Fischbach, Antoine

Scientific Conference (2021, November)

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

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 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.

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

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 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.

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See detailStability of Value-Added Models: Comparing Classical and Machine Learning Approaches
Emslander, Valentin; Levy, Jessica; Scherer, Ronny; Brunner, Martin; Fischbach, Antoine

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 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.

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

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 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.

See detailKnowledge assessment with concept maps: Opportunities and challenges
Rohles, Björn; Koenig, Vincent; Fischbach, Antoine; Amadieu, Franck

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. 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.

See detailSocial Inequality in Education: Academic Achievement of First-, Second-, and Later-Generation Immigrant Students in Luxembourg
Rivas, Salvador; Reichel, Yanica; Krämer, Charlotte; Fischbach, Antoine; Pit-Ten Cate, Ineke

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 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.

See detailCo-concevoir des outils d’évaluation : Impliquer les utilisateurs pour une meilleure expérience. Retour sur la collaboration avec des enseignants pour développer l’outil d’évaluation en ligne OASYS4schools.
Fourrier, Vincent; Doublet, Sophie; Bongard-Blanchy, Kerstin; Rohles, Björn; Fischbach, Antoine; Koenig, Vincent

Scientific Conference (2021, March 30)

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See detailEinleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung
Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke

in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)

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See detailLernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.
Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke

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 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.

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

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 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.

See detailDIGSKILLS – Rapport Quantitatif : Analyse des Besoins en Compétences Digitales pour la Fonction Publique Luxembourgeoise
Colling, Joanne; Levy, Jessica; Boualam, Rachid; Fischbach, Antoine; Wollschläger, Rachel

Report (2021)

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See detailLong-term Relevance and Interrelation of Symbolic and Non-symbolic Abilities in Mathematical-numerical Development: Evidence from Large-scale Assessment Data
Braeuning, David; Hornung, Caroline; Hoffmann, Danielle; Lambert, Katharina; Ugen, Sonja; Fischbach, Antoine; Schiltz, Christine; Hübner, Nicolas; Nagengast, Benjamin; Moeller, Korbinian

in Cognitive Development (2021), 58

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See detailExperimenter Effects in Children Using the Smileyometer Scale
Lehnert, Florence Kristin; Lallemand, Carine; Fischbach, Antoine; Koenig, Vincent

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 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.

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; Lallemand, Carine; Fischbach, Antoine; Koenig, Vincent

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 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.

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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; Rivas, Salvador; Reichel, Yanica; Fischbach, Antoine; Pit-Ten Cate, Ineke

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 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.

See detailTackling educational inequalities using school effectiveness measures
Levy, Jessica; Mussack, Dominic; Brunner, Martin; Keller, Ulrich; Cardoso-Leite, Pedro; Fischbach, Antoine

Scientific Conference (2020, November 11)

See detailThe development of Need for Cognition in secondary school: Differences across school tracks and subgroups of students
Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich; Krischler, Mireille; Preckel, Franzis; Fischbach, Antoine

Scientific Conference (2020, November 11)

See detailThe development and validation of a short conscientiousness questionnaire for large-scale educational assessment
van der Westhuizen, Lindie; Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

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 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.

See detailCan machine learning methods lead to more precise measures of school effectiveness? An application of various machine learning approaches in the estimation of school value-added scores
Levy, Jessica; Mussack, Dominic; Brunner, Martin; Keller, Ulrich; Cardoso-Leite, Pedro; Fischbach, Antoine

Scientific Conference (2020, July)

See detailA propensity score matching approach on predicting academic success of primary school students
Wollschläger, Rachel; Hornung, Caroline; Sonnleitner, Philipp; Hoffmann, Danielle; Pit-Ten Cate, Ineke; Fischbach, Antoine

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 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.

See detailDoes Conscientiousness Matter for Academic Success? Considering Different Facets of Conscientiousness and Different Educational Outcomes
Franzen, Patrick; van der Westhuizen, Lindie; Arens, A. Katrin; Fischbach, Antoine; Niepel, Christoph

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 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.

See detailSelf-concept, interest, and achievement within and across math and verbal domains in first- and third-graders
van der Westhuizen, Lindie; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

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 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.

See detailLangzeiteffekte von Klassenwiederholungen in der Sekundarstufe
Klapproth, Florian; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2020, March)

See detailSchulisches Wohlbefinden und Schulzufriedenheit unter Berücksichtigung sozio-demografischer Variablen und akademischer Leistung
Wollschläger, Rachel; Esch, Pascale; Fischbach, Antoine; Pit-Ten Cate, Ineke

Scientific Conference (2020, March)

See detailNeed for Cognition and Academic Achievement: The Importance of Learning Environments
Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich; Krischler, Mireille; Preckel, Franzis; Fischbach, Antoine

Scientific Conference (2020, March)

See detailContrasting classical and machine learning approaches in the estimation of value-added scores in large-scale educational data.
Levy, Jessica; Mussack, Dominic; Brunner, Martin; Keller, Ulrich; Cardoso-Leite, Pedro; Fischbach, Antoine

Scientific Conference (2020, March)

See detailThe Identification of Math and Reading Difficulties in a Multilingual Educational Setting
Martini, Sophie Frédérique; Fischbach, Antoine; Ugen, Sonja

Scientific Conference (2020, January 24)

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See detailContrasting Classical and Machine Learning Approaches in the Estimation of Value-Added Scores in Large-Scale Educational Data
Levy, Jessica; Mussack, Dominic; Brunner, Martin; Keller, Ulrich; Cardoso-Leite, Pedro; Fischbach, Antoine

in Frontiers in Psychology (2020), 11

There is no consensus on which statistical model estimates school value-added (VA) most accurately. To date, the two most common statistical models used for the calculation of VA scores are two classical methods: linear regression and multilevel models. These models have the advantage of being relatively transparent and thus understandable for most researchers and practitioners. However, these statistical models are bound to certain assumptions (e.g., linearity) that might limit their prediction accuracy. Machine learning methods, which have yielded spectacular results in numerous fields, may be a valuable alternative to these classical models. Although big data is not new in general, it is relatively new in the realm of social sciences and education. New types of data require new data analytical approaches. Such techniques have already evolved in fields with a long tradition in crunching big data (e.g., gene technology). The objective of the present paper is to competently apply these “imported” techniques to education data, more precisely VA scores, and assess when and how they can extend or replace the classical psychometrics toolbox. The different models include linear and non-linear methods and extend classical models with the most commonly used machine learning methods (i.e., random forest, neural networks, support vector machines, and boosting). We used representative data of 3,026 students in 153 schools who took part in the standardized achievement tests of the Luxembourg School Monitoring Program in grades 1 and 3. Multilevel models outperformed classical linear and polynomial regressions, as well as different machine learning models. However, it could be observed that across all schools, school VA scores from different model types correlated highly. Yet, the percentage of disagreements as compared to multilevel models was not trivial and real-life implications for individual schools may still be dramatic depending on the model type used. Implications of these results and possible ethical concerns regarding the use of machine learning methods for decision-making in education are discussed.

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See detailCircadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes
Preckel, Franzis; Fischbach, Antoine; Scherrer, Vsevolod; Brunner, Martin; Ugen, Sonja; Lipnevich, Anastasiya A.; Roberts, Richard D.

in Learning and Individual Differences (2020), 78

See detailMath and Reading Difficulties in a Multilingual Educational Setting
Martini, Sophie Frédérique; Fischbach, Antoine; Ugen, Sonja

Scientific Conference (2019, November 06)

See detailSimilarities and differences of value-added scores from models with different covariates: A cluster analysis
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2019, November 06)

See detailDimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students
van der Westhuizen, Lindie; Arens, Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

Scientific Conference (2019, November 06)

Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of others in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparisons. This results into positive achievement-self-concept relations within the math and verbal domains, but into negative achievement-self-concept relations across these domains. The generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) extends the I/E model to the formation of other domain-specific academic self-beliefs such as interest. Research on the validity of the (G)I/E model for elementary school children is limited, especially for first-graders. This study examined the associations between verbal and math achievement and corresponding domain-specific self-concepts and interests for first-graders and third-graders. Two fully representative Luxembourgish first-grader cohorts and two fully representative third-graders cohorts (N=21,192) were used. The analyses were based on structural equation modeling. The findings fully supported the (G)I/E model for third-graders: Achievement was positively related to self-concept and interest within matching domains. Negative relations were found between achievement and self-concept and between achievement and interest across domains. For first-graders, achievement was positively related to self-concept and interest within matching domains. However, the majority of cross-domain relations were non-significant, except for the negative path between math achievement and verbal interest. Hence, 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 for both grade levels. The findings are discussed within the framework of ASC differentiation and dimensional comparison theory applied to elementary school students.

See detailNeed for Cognition across school tracks: The importance of learning environments
Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich; Krischler, Mireille; Preckel, Franzis; Fischbach, Antoine

Scientific Conference (2019, November 06)

See detailPredicting Academic Success in Early Primary School: A Propensity Score Matching Approach
Wollschläger, Rachel; Hoffmann, Danielle; Hornung, Caroline; Sonnleitner, Philipp; Pit-Ten Cate, Ineke; Fischbach, Antoine

Scientific Conference (2019, November 06)

See detailMonitoring du système scolaire – Le modèle luxembourgeois (invited talk)
Fischbach, Antoine

Scientific Conference (2019, October 17)

See detailVers une éducation équitable et de qualité pour les élèves luxembourgeois d’aujourd’hui et de demain (invited talk)
Fischbach, Antoine

Scientific Conference (2019, September)

See detailMath and Reading Difficulties in a Multilingual Educational Setting
Martini, Sophie Frédérique; Fischbach, Antoine; Ugen, Sonja

Scientific Conference (2019, September)

See detailValue-added models: To what extent do estimates of school effectiveness depend on the selection of covariates?
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2019, September)

See detailEntwicklung und Validierung eines Kurzfragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit
Franzen, Patrick; Niepel, Christoph; Arens, A Katrin; Fischbach, Antoine; Greiff, Samuel

Scientific Conference (2019, September)

Die Rolle von Persönlichkeitsvariablen für den Schulerfolg rückt immer stärker in den Fokus wissenschaftlicher Untersuchungen. Insbesondere Gewissenhaftigkeit zeigt eine hohe prädiktive Validität für die Schulleistung (Poropat, 2009). Zur näheren Untersuchung des Konstrukts der Gewissenhaft haben MacCann, Duckworth und Roberts (2009) einen aus 68 Items bestehenden Fragebogen zur Erfassung von acht verschiedenen Facetten von Gewissenhaftigkeit im Sekundarschulalter entwickelt. Dieser ist jedoch zu umfangreich für die Verwendung in large-scale Studien, die in der pädagogischen Forschung von zunehmender Bedeutung sind. Der vorliegende Beitrag präsentiert daher die Entwicklung und Validierung einer Kurzform eines Fragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit. Die Entwicklungsstichprobe umfasste die Schüler aller neunten Klassen in Luxemburg in 2017 (N1 = 6.325). Die Schüler beantworteten deutsche oder französische Adaptionen eines aus 59 Items und sieben Facetten bestehenden Fragebogens zu Gewissenhaftigkeit, der an das Instrument von MacCann et al. angelehnt war. Zur Entwicklung einer Kurzversion wurde ein exhaustive-search Algorithmus verwendet. Dabei sollte für jede Facette von Gewissenhaftigkeit die bestmögliche Kombination aus vier Items ausgewählt werden. Die Selektionskriterien hierfür waren Fit-Statistiken, interne Konsistenz und Messinvarianz zwischen den Sprachversionen. Der resultierende Fragebogen – bestehend aus 28 Items – wurde 2018 den Schülern aller neunten Klassen in Luxemburg vorgelegt (N2 =6.279). Für diese Validierungsstichprobe zeigte ein Modell mit sieben Faktoren von Gewissenhaftigkeit einen guten Fit (CFI = 0.93, RMSEA = 0.04). Alle Facetten hatten sehr gute Reliabilitäten (ɑs > 0.97). Außerdem fanden wir skalare Messinvarianz zwischen den Sprachversionen und zwischen beiden Geschlechtern. Weitere Validierungsschritte und Anwendungsmöglichkeiten dieses Fragebogens im schulischen Kontext werden diskutiert. Literatur MacCann, C., Duckworth, A.L., & Roberts, R.D. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19, 451–458. Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338.

See detailForging and Paving a Future: Immigrant Status and Academic Achievement in Luxembourg
Rivas, Salvador; Reichel, Yanica; Krämer, Charlotte; Pit-Ten Cate, Ineke; Fischbach, Antoine

Scientific Conference (2019, August 21)

In the United States, much has been written about the upward or downward social mobility of the so-called, “New Second Generation”. In Europe, this topic has only recently begun to take shape; mostly in regard to the Netherlands, Germany, France and the UK. In the context of Luxembourg, however, there is very little literature on this topic even though nearly 50% of its population is now of immigrant status. Though small in geography and population, Luxembourg is a founding member of the E.U. and quite literally in the heart of continental Europe. It hosts a diverse set of immigrant groups, continuously attracting economic and some political immigrants, most notably from Italy, the former Yugoslavia and Portugal. Each of these groups arriving at a specific sociohistorical moment: Italians at the height of the steel industry, former Yugoslavians fleeing war, and Portuguese to meet construction and service industry needs. Consequently, Luxembourg is truly a multilingual and multicultural country that makes for a fascinating microcosm to test and explore existing theories of immigrant integration. Its context presents a unique opportunity to study and extrapolate from to anticipate the needs of immigrants elsewhere. Using 2016 data from Luxembourg’s school monitoring programme (ÉpStan), we investigate existing and emerging differences in academic achievement among 1st, 2nd, and later generation immigrant groups in Luxembourg. We analyse math and language proficiencies (German and French) among a cohort of secondary school students (9th grade, N=6286). Preliminary results indicate clear generational differences. These are interpreted in relation to immigrant group characteristics and acculturation in Luxembourg. Implications for the new second generation in the European context will be discussed.

See detailAssimilation and Contrast Effects of Dimensional Comparisons in Self-Concepts, Interests & Anxieties
van der Westhuizen, Lindie; Arens, A. Katrin; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

Scientific Conference (2019, August 16)

Research on the internal/external frame of reference (I/E) model has frequently found contrast effects of dimensional comparisons (i.e. a negative relationship between achievement and self-concept across domains) between math and verbal domains. The generalised internal/external frame of reference (GI/E) model extends the I/E model to multiple domains including multiple languages and to other academic self-beliefs and attitudes. When considering multiple languages, achievement-self-concept relations across languages have been found to be either negative (i.e. contrast effect), positive (i.e. assimilation effect), or non-significant. The present study contributes to the ongoing debate concerning the effect of dimensional comparisons among languages by (1) examining dimensional comparisons across two languages and (2) extending the examination to interest and anxiety as outcome variables beyond self-concept. We analysed domain-specific self-concepts, interest, anxieties, and achievement regarding French, German and math in a representative sample (N=5,789) of Luxembourgish ninth-graders. Findings indicated (1) clear contrast effects in the formation of self-concept and interest in German, French and math, and (2) a combination of contrast, assimilation and/or no effects in the formation of anxiety in math, German, and French. With regard to the latter, contrast effects were found for achievement-anxiety paths from German to French, French to German, and French to math. Achievement-anxiety paths from math to French and German to math were non-significant, while the path from math achievement to German anxiety showed a small, yet significant assimilation effect. Results are contextualised within the multilingual Luxembourgish educational system and implications for research on dimensional comparisons are discussed.

See detailValue-added modeling in primary school: What covariates to include?
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2019, August)

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See detailMethodological Issues in Value-Added Modeling: An International Review from 26 Countries
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

in Educational Assessment, Evaluation and Accountability (2019), 31(3), 257-287

Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on students’ achievement. It is gaining increasing importance in educational evaluation, teacher accountability, and high-stakes decisions. We analyzed 370 empirical studies on VA modeling, focusing on modeling and methodological issues to identify key factors for improvement. The studies stemmed from 26 countries (68% from the USA). Most studies applied linear regression or multilevel models. Most studies (i.e., 85%) included prior achievement as a covariate, but only 2% included noncognitive predictors of achievement (e.g., personality or affective student variables). Fifty-five percent of the studies did not apply statistical adjustments (e.g., shrinkage) to increase precision in effectiveness estimates, and 88% included no model diagnostics. We conclude that research on VA modeling can be significantly enhanced regarding the inclusion of covariates, model adjustment and diagnostics, and the clarity and transparency of reporting.

See detailDeveloping and validating a short-form assessment of conscientiousness competencies
Franzen, Patrick; van der Westhuizen, Lindie; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

Scientific Conference (2019, August)

See detailThe use of value-added models for the identification of schools that perform “against the odds”
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

Poster (2019, July)

Value-added (VA) modeling aims to quantify the effect of pedagogical actions on students’ achievement, independent of students’ backgrounds. VA modeling is primarily used for accountability and high-stakes decisions. To date, there seems to be no consensus concerning the calculation of VA models. Our study aims to systematically analyze and compare different school VA models by using longitudinal large-scale data emerging from the Luxembourg School Monitoring Programme. Regarding the model covariates, first findings indicate the importance of language (i.e., language(s) spoken at home and prior language achievement) in VA models with either language or math achievement as a dependent variable, with the highest amount of explained variance in VA models for language. Concerning the congruence of different VA approaches, we found high correlations between school VA scores from the different models, but also high ranges between VA scores for single schools. We conclude that VA models should be used with caution and with awareness of the differences that may arise from methodological choices. Finally, we discuss the idea that VA models could be used for the identification of schools that perform “against the odds”, especially for those schools that have positive VA scores over several years.

See detailSocial and linguistic background influences on performance in a multilingual educational system
Ugen, Sonja; Levy, Jessica; Martini, Sophie Frédérique; Fischbach, Antoine

Scientific Conference (2019, June 27)

See detailMeasuring social participation of students with special educational needs using large scale data
Pit-Ten Cate, Ineke; Wollschläger, Rachel; Esch, Pascale; Fischbach, Antoine

Scientific Conference (2019, May)

See detailExploration of Different School Value-Added Models in a Highly Heterogeneous Educational Context
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2019, April)

See detailLänderbericht Luxemburg: 10 Jahre nationales Bildungsmonitoring und neue Entwicklungen am LUCET
Fischbach, Antoine

Presentation (2019, March)

See detailLänderbericht Luxemburg: Koordination und Transfer nationaler Bildungsforschung
Lamy, Christian; Fischbach, Antoine

Presentation (2019, March)

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See detailExperience matters: Bridging the gap between experience- and functionality-driven design in technology-enhanced learning
Rohles, Björn; Koenig, Vincent; Fischbach, Antoine; Amadieu, Franck

in International Journal on Interaction Design & Architecture(s) (2019), 42

With the growing importance of digital technologies in learning and assessment, it is important to consider user experience (UX) to ensure that tools provide useful functionalities for learning without overwhelming users, to motivate users and ensure that they have positive learning experiences, and to allow users to realize their potential with the help of technology. Building on a case study of concept mapping for technology-enhanced learning, we combined experience-driven and functionality-driven approaches in co-design sessions in four school classes (67 students). We investigated the anticipated experiences that students imagined as well as the functionalities and characteristics they expected. We found that combining experience-driven and functionality-driven approaches is a valuable method for improving technology-enhanced learning.

See detailLes inégalités scolaires dans le système secondaire luxembourgeois dans une perspective dans les temps
Hadjar, Andreas; Fischbach, Antoine; Backes, Susanne

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 2018 (2018)

See detailBildungsungleichheiten im luxemburgischen Sekundarschulsystem aus zeitlicher Perspektive
Hadjar, Andreas; Fischbach, Antoine; Backes, Susanne

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)

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See detailSchulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren.
Hoffmann, Danielle; Hornung, Caroline; Gamo, Sylvie; Esch, Pascale; Keller, Ulrich; Fischbach, Antoine

Report (2018)

Dieses Kapitel stellt die Befunde aus drei Datenerhebungen (2014, 2015, 2016) der ÉpStan im Zyklus 2.1 vor und zeigt welche schulischen Kompetenzen Erstklässler am Anfang ihrer Schullaufbahn aufweisen und wie sich diese über zwei Jahre hinweg entwickeln. Allgemein betrachtet, sind die für den Zyklus 1 festgehaltenen Bildungsstandards in den drei überprüften Kernkompetenzen („Luxemburgisch-Hörverstehen“, „Vorläuferfertigkeiten der Schriftsprache“ und „Mathematik“) erfüllt. In allen drei Kompetenzen erreicht die Mehrheit der Schülerinnen und Schüler zu Beginn des Zyklus 2.1 das Niveau Avancé. Zwei Jahre später, im Zyklus 3.1, fällt die Verteilung der Schülerinnen und Schüler auf die verschiedenen Kompetenzränge negativer aus als im Zyklus 2.1. Hier haben vergleichsweise mehr Kinder das Niveau Socle in allen drei Kernkompetenzen noch nicht erreicht. Unsere Befunde zeigen außerdem, dass verschiedene außerschulische Faktoren (wie z. B. sozioökonomische Situation, Sprachhintergrund) bereits sehr früh im Verlauf der Schullaufbahn einen äußerst starken Einfluss auf die Testergebnisse haben und dass sich dieser Einfluss über die Jahre hinweg verstärkt.

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See detailLes compétences scolaires des enfants au début du cycle 2 de l'école fondamentale au Luxembourg et leur développement après deux ans.
Hoffmann, Danielle; Hornung, Caroline; Gamo, Sylvie; Esch, Pascale; Keller, Ulrich; Fischbach, Antoine

Report (2018)

Ce chapitre présente les résultats de trois collectes de données (2014, 2015, 2016) des ÉpStan au cycle 2.1 et présente avec quelles compétences scolaires les élèves débutent leur scolarité au début du cycle 2.1 et comment celles-ci évoluent sur deux ans. De manière générale, nos résultats montrent que les compétences disciplinaires du cycle 1 portant sur les trois domaines d’apprentissage observés (« compréhension de l’oral en luxembourgeois », « compréhension de l’écrit» et « mathématiques ») sont acquises. Au début du cycle 2.1, la majorité des élèves atteint le Niveau Avancé dans l’ensemble des trois domaines d’apprentissage considérés. Deux ans plus tard, au cycle 3.1, la répartition des élèves sur les différents niveaux de compétence est plus négative qu’au cycle 2.1 et ceci dans la mesure où moins d’enfants ont atteint le Niveau Socle dans l’ensemble des trois domaines d’apprentissage observés. Nos résultats montrent également que, dès le début de la scolarité, différents facteurs extrascolaires (tels que le statut socio-économique et le contexte linguistique) ont une influence extrêmement forte sur les résultats des épreuves et que cette influence augmente au fil des années.

See detailThe sui generis Luxembourg school monitoring programme: Genesis, implementation, extension and scientific opportunities
Fischbach, Antoine

Presentation (2018, November 16)

See detailDeveloping and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessments
Franzen, Patrick; van der Westhuizen, Lindie; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

Scientific Conference (2018, November 09)

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest predictive validity for academic success. MacCann et al. (2009) constructed a 68-item questionnaire for the comprehensive assessment of different conscientiousness facets in secondary education. However, such questionnaires are arguably too long for the use in large-scale educational assessments. Investigating the influence of conscientiousness facets within large-scale educational assessments is, nevertheless, crucial for advancing our knowledge of the differential influence of facets on various academic outcomes. Short and psychometrically sound questionnaires are thus required. Currently, no short and yet comprehensive questionnaire assessing the lower order facets of conscientiousness, that is suitable for large-scale educational assessments exists. Therefore, within the present investigation we develop a short-form instrument based upon the seven-factor version (59 items) of the questionnaire presented by MacCann et al. (2009), by using an exhaustive search algorithm and traditional item selection methods. Our sample consists of a large and representative dataset comprising all 9th grade students in Luxembourg from the Luxembourgish national school monitoring system (N = 6325; see epstan.lu), who answered French and German adaptations of the original 59-item questionnaire. We specified the exhaustive search algorithm to select the best possible combination of four items for each lower order facet, by considering goodness of fit criteria, factor saturation statistics, and measurement invariance between the German and French version. In addition, we used Mokken scale analysis and assessed the congruence of item wordings and theoretical definitions of each lower order facet to ensure content validity. We finally selected four to five items per scale based on our analyses. We found good fit statistics for all lower order facet scales (CFI >.95, RMSEA < 0.05), and acceptable to good factor saturation statistics for all but one of these scales (McDonalds ω > 0.7). On top of that, all scales show either scalar invariance, or partial scalar invariance between the German and French language version. The result of our investigation is a short and psychometrically sound instrument for the assessment of the lower order facets of conscientiousness. It is specifically tailored towards the unique context of the multilingual Luxembourgish educational system, and can be used in the upcoming Épstan cohorts.

See detailDimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two Waves
van der Westhuizen, Lindie; Talic, Irma; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph

Scientific Conference (2018, November 09)

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal/external frame of reference (I/E) model (Marsh, 1986) encapsulates this phenomenon by explicating the formation of academic self-concept through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes. The recently established generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) builds on the I/E model by extending it to the formation of other subject-specific academic self-beliefs and attitudes, such as interest and test anxiety. Despite the salience of the (G)I/E model in educational research, studies investigating the formation of self-beliefs and attitudes according to this model remains scarce among elementary school children. This study aims to contribute to the current literature by examining the associations between verbal and mathematics achievement, on the one hand, and corresponding domain-specific self-concepts and interests, on the other hand. A population of Luxembourgish elementary school students was assessed twice, two years apart (once in Grade 1 and once in Grade 3) as part of the Luxembourgish school monitoring system (EpStan, cohorts 2014 & 2016; epstan.lu). Using a domain-specific approach, students were assessed on math and verbal achievement as well as German- and math self-concept and interest. This culminated in a sample of N = 3606 elementary school children who participated in both waves. German- and math self-concepts and interests were self-reported whereas standardized achievement tests (see epstan.lu) were used as indicators of math and verbal (Luxembourgish for Grade 1 and German for Grade 3) achievement. Cross-lagged structural equation modelling was performed in Mplus 8 using WLSMV estimation for categorical variables. Overall, the results suggest strong support for the (G)I/E model for Grade 3, while only partial support was found for the (G)I/E model for Grade 1. More specifically, for both Grade 1 and Grade 3, achievement was positively related to self-concept and interest within the same domain. Negative relations between achievement and self-concept and interest across domains were found in Grade 3, but not in Grade 1. The findings are discussed within the context of theory and research on self-concept differentiation processes, dimensional comparison theory, and the multilingual Luxembourgish educational system.

See detailResearching education in Luxembourg (symposium)
Fischbach, Antoine

Scientific Conference (2018, November 08)

See detailWat droen d’Schoulen zur Leeschtung vu Schülerinnen a Schüler bäi? E systemateschen Iwwerbléck iwwer déi aktuell Fuerschungslag an Uwennung u lëtzebuergesche Längsschnëtt-Donnéeën
Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2018, November 08)

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See detailCognitive Potential and Academic Success in Luxembourg: Use case of the "Test of Cognitive Potential"
Muller, Claire; Reichel, Yanica; Wollschläger, Rachel; Sonnleitner, Philipp; Fischbach, Antoine

Poster (2018, November 08)

The “Test of Cognitive Ability” (“TCP”) is a language-free test of reasoning ability that was created at the heart of the Luxembourg Centre for Educational Testing (LUCET). The TCP was initially developed for children at the age of 10 and can be applied in a group context. Since no advanced language-skills are required in order to take this test, it is perfectly suited not only to serve as a cognitive ability screener in a multi-lingual context, but also to study the relationship of cognitive ability and academic success within a demanding school-system that deals with a very complex mixture of student backgrounds (spoken languages, socioeconomic status, culture, etc.). Using traditional intelligence tests with language-based tasks and instructions could, in this context, result in biased data since maximum performance relies on a good understanding of task requirements. Being language-free, the TCP can help in gaining a more precise understanding of academic performance under different circumstances and prevent wrong conclusions as to the fairness of curricular requirements for different student populations. The present contribution will present the Test of Cognitive Potential and give an overview of how the relationship of cognitive ability and academic success varied within different subpopulations of a Luxembourgish sample of 303 4th graders.

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See detailSchulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren.
Hoffmann, Danielle; Hornung, Caroline; Gamo, Sylvie; Esch, Pascale; Keller, Ulrich; Fischbach, Antoine

Poster (2018, November 08)

Jedes Jahr werden in den luxemburgischen Schulen die ÉpStan (Épreuves Standardisées) durchgeführt. Hierbei handelt es sich um nationale Schulleistungstests, welche Kompetenzen im Bereich der Mathematik und den Schulsprachen (Luxemburgisch, Deutsch und Französisch) auf standardisierte Art messen. Der vorliegende Beitrag ist sowohl eine Bestandsaufnahme der Schülerschaft zu Beginn des formalen Bildungswegs als auch ein Bericht ihrer Evolution über zwei Jahre im luxemburgischen Schulsystem. Hierzu haben wir die Daten aus drei Erhebungen (2014, 2015, 2016) der ÉpStan analysiert. Zum einen zeigen wir, anhand von Daten aus drei verschiedenen Kohorten, welche schulischen Kompetenzen Erstklässler (Zyklus 2.1) am Anfang ihrer Schullaufbahn aufweisen. Zudem hatten wir die Möglichkeit die Schüler und Schülerinnen der ersten Erhebung (2014) zwei Jahre später im Zyklus 3.1 nochmals zu testen und somit ihren Entwicklungsverlauf über zwei Jahre im luxemburgischen Bildungssystem zu dokumentieren. Diese ersten längsschnittlichen Daten zeigen, dass die Mehrheit der Schülerinnen und Schüler zu Beginn des Zyklus 2.1 das Niveau Avancé in den drei überprüften Kernkompetenzen („Luxemburgisch-Hörverstehen“, „Vorläuferfertigkeiten der Schriftsprache“ und „Mathematik“) erreicht. Somit stellen wir fest, dass die für den ersten Lernzyklus festgehaltenen Bildungsstandards erfüllt sind. Zwei Jahre später fällt die Verteilung der Schülerinnen und Schüler auf die verschiedenen Kompetenzränge negativer aus als im Zyklus 2.1. Im Zyklus 3.1 haben vergleichsweise mehr Kinder das Niveau Socle in allen drei Kernkompetenzen („Deutsch-Hörverstehen“, „Deutsch-Leseverstehen“ und „Mathematik“) noch nicht erreicht. Unsere Befunde zeigen außerdem, dass verschiedene außerschulische Faktoren (wie z. B. sozioökonomische Situation, Sprachhintergrund) bereits sehr früh im Verlauf der Schullaufbahn einen äußerst starken Einfluss auf die Testergebnisse haben und sich dieser Einfluss über die Jahre hinweg verstärkt. Abschließend präsentieren und diskutieren wir verschiedene Erklärungsansätze für diesen beobachteten Schereneffekt.

See detailWie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse
Klapproth, Florian; Fischbach, Antoine; Keller, Ulrich; Ugen, Sonja

Scientific Conference (2018, November)

See detailValue-added (VA) modelling: An Integrative Review of 674 Publications and VA Application in the Luxembourg School Monitoring Programme
Levy, Jessica; Keller, Ulrich; Brunner, Martin; Fischbach, Antoine

Scientific Conference (2018, September)

See detailDifferential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large scale assessment data
Braeuning, David; Hornung, Caroline; Hoffmann, Danielle; Lambert, Katharina; Ugen, Sonja; Fischbach, Antoine; Schiltz, Christine; Moeller, Korbinian

Poster (2018, September)

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See detailMaGrid: A Language-Neutral Early Mathematical Training and Learning Application
Pazouki, Tahereh; Cornu, Véronique; Sonnleitner, Philipp; Schiltz, Christine; Fischbach, Antoine; Martin, Romain

in International Journal of Emerging Technologies in Learning (2018), 13(08), 4-18

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school) that are either not possible to be solved in traditional schooling or cost a lot of time and resources. In this paper, we present a pedagogical training and learning application called MaGrid (Math on Grid), which has been developed to foster early mathematical skills in pre-schoolers. MaGrid is a tablet-based application, which provides a wide range of training tasks targeting fundamental mathematical concepts for the preschool level. The language-neutral property of MaGrid is an innovative aspect that makes MaGrid different from existing mathematical training applications. This property may reduce the barrier of language from mathematical education for second language learners encountered in multilingual school settings. MaGrid allows individual learning in an interactive way and provides real-time feedback. Moreover, MaGrid is capable of recording students’ activities while working on the training tasks, which can help teachers and parents keep track of a student’s progress in different tasks and observe potential training-related improvements over time. Finally, we describe a series of experiments carried out using the MaGrid application during special training and assessment sessions in several preschools in Luxembourg.

See detailRelations structurelles entre concept de soi, auto-efficacité et performance en mathématiques : Premiers résultats d’une étude longitudinale auprès d’élèves de l’enseignement primaire
Villanyi, Denise; Martin, Romain; Fischbach, Antoine

Scientific Conference (2018, July)

See detailÉvaluation de l'efficacité du système éducatif par le calcul de valeur ajoutée (VA) : Revue de littérature et exploration de modèles de VA dans un contexte scolaire hautement hétéroclite.
Levy, Jessica; Gamo, Sylvie; Keller, Ulrich; Brunner, Martin; Fischbach, Antoine

Scientific Conference (2018, July)

See detailOvercoming language barriers in early mathematics instruction with “MaGrid” - a language-neutral training tool for multilingual school settings
Cornu, Véronique; Pazouki, Tahereh; Schiltz, Christine; Fischbach, Antoine; Martin, Romain

Poster (2018, April 08)

Mathematical knowledge at the onset of formal schooling paves the way for children’s achievement in formal mathematics (e.g. Duncan et al., 2007; Watts et al., 2014). Hence, it is crucial to equip children with sound basic mathematical competencies by deploying effective teaching interventions during preschool years. However, multilingual school settings, such as Luxembourg (65% of the pupils are second language learners) pose a special challenge for instruction. Non-native pre-schoolers perform lower on early mathematics tests than their age-matched peers (Bonifacci et al., 2016; Kleemans et al., 2011). This gap is most likely due to missing out on learning opportunities, as a result of lower proficiency in the language of instruction. To provide equal access to early mathematics education for all children, we developed a language-neutral early mathematics training tool, the “MaGrid”-app. This innovative training tool has been evaluated, so far, in two studies in multilingual Luxembourg. In a first study, children from five classrooms (N = 68) used the tool to train visuo-spatial abilities, an important predictor of mathematical abilities (see e.g. Mix et al., 2016), over ten weeks (2x20min/week). At post-test, significant gains in the visuo-spatial domain were observed, compared to children from “teaching-as-usual” classrooms (N = 57). In a second study, we elaborated a comprehensive language-neutral early mathematics intervention, with “MaGrid” at its core. Findings from both training studies will be presented in detail and the importance of domain-specific versus domain-general precursors, as well as practical implications, will be discussed.

See detailÜGK Mathematik 2016: Auditergebnisse / Évaluation des COFO en mathématiques 2016 : Résultats de l’audit
Fischbach, Antoine; Ugen, Sonja

Presentation (2018, March 22)

See detailThe sui generis Luxembourg school monitoring programme: Genesis, implementation, extension and scientific opportunities (keynote speech)
Fischbach, Antoine

Scientific Conference (2018, March)

See detailImpact of inspection on public opinion (invited symposium contribution)
Fischbach, Antoine

Scientific Conference (2018, March)

See detailTechnologiegestütztes Bildungsmonitoring in Luxemburg: Genese, Aufbau, Ausbau und wissenschaftliche Opportunitäten
Fischbach, Antoine

Presentation (2018, February 27)

See detailFourth-graders' competence beliefs in mathematics
Villanyi, Denise; Wollschläger, Rachel; Martin, Romain; Fischbach, Antoine

Poster (2018, February 15)

See detailLänderbericht Luxemburg
Fischbach, Antoine; Ugen, Sonja

Presentation (2018, February)

See detailSurmonter les barrières linguistiques avec « MaGrid » - un outil de formation de pré-mathématiques pour un contexte scolaire multilingue
Cornu, Véronique; Pazouki, Tahereh; Schiltz, Christine; Fischbach, Antoine; Martin, Romain

Scientific Conference (2018, January 11)

Le contexte scolaire luxembourgeois est caractérisé par le multilinguisme et une population scolaire hétérogène, ce qui nécessite la mise en place de pratiques pédagogiques qui prennent en compte l’hétérogénéité des élèves. Dans le domaine des mathématiques, qui semble être non-verbal à première vue, des résultats scientifiques montrent que les enfants dont la langue maternelle est différente de la langue d’instruction, atteignent sur des tests d’aptitudes pré-mathématiques des résultats significativement inférieurs à ceux de leurs camarades natifs. Ceci est d’autant plus inquiétant, sachant que ces aptitudes pré-mathématiques sont prédictives des apprentissages ultérieurs. Par conséquent, nous avons développé l’outil de formation de pré-mathématiques non-verbale « MaGrid ». « MaGrid » permet à chaque enfant de bénéficier pleinement d’une instruction préscolaire en mathématiques, indépendamment de ses compétences langagières. Cet outil se caractérise par sa nature visuelle et il est implémenté sur tablette tactile. Jusqu’à présent, nous avons implémenté et évalué « MaGrid » lors de deux études scientifiques. Les résultats quantitatifs des évaluations empiriques sont prometteurs, comme ils montrent des effets positifs sur les habilités entraînées chez les enfants ayant utilisé cet outil comparé à un groupe contrôle. Dans une première étude, l’outil a été utilisé auprès de cinq classes durant 10 semaines, comprenant deux séances de 20 minutes par semaine. Les résultats lors de petites épreuves spécifiques ont été comparés aux résultats d’élèves de cinq classes n’ayant pas d’entraînement spécifique, et des effets d’intervention ont été observés. Dans une deuxième étude, nous nous sommes focalisés sur un groupe d’enfants de langue minoritaire (le portugais). « MaGrid » a été utilisé lors d’un programme d’intervention de pré-mathématiques s’étendant sur les deux années scolaires de l’école préscolaire. Les analyses préliminaires ont abouti à des résultats positifs. Des effets bénéfiques se sont manifestés sur différentes mesures de pré-mathématiques chez les enfants ayant suivi notre programme par rapport aux enfants du groupe contrôle.

See detailUn outil sur tablette tactile facilitant l'autuévaluation à l'école primaire
Villanyi, Denise; Martin, Romain; Sonnleitner, Philipp; Siry, Christina; Fischbach, Antoine

Scientific Conference (2018, January 11)

See detailParcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques.
Gamo, Sylvie; Sonnleitner, Philipp; Hoffmann, Danielle; Hornung, Caroline; Ugen, Sonja; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2018, January 11)

See detailModéliser la « valeur ajoutée » en éducation primaire et secondaire : 674 publications en revue
Levy, Jessica; Gamo, Sylvie; Keller, Ulrich; Brunner, Martin; Fischbach, Antoine

Scientific Conference (2018, January)

L’approche statistique du type de « valeur ajoutée » (« value added ») a comme but de quantifier l’effet des acteurs pédagogiques sur la performance des élèves, indépendamment de leur origine (p. ex. Braun, 2005), c’est-à-dire de déterminer la valeur dans la performance de l’élève du fait qu’il étudie avec tel professeur ou /et qu’il soit dans telle école. Ces indices de valeur ajoutée une fois déterminés sont souvent utilisés pour prendre des décisions de reddition de compte (« accountability » ; p.ex. Sanders, 2000) L’idée est de faire une évaluation standardisée de la qualité des enseignants ou des écoles à travers l’évolution des résultats des élèves. Même si les valeurs ajoutées sont devenues plus populaires durant ces dernières années, il n’y a pas de consensus concernant la méthode pour les calculer, ni sur l’intégration de variables explicatives (p. ex. Newton et al., 2010). Le but de notre étude est de faire une revue de littérature concernant les valeurs ajoutées en éducation primaire et secondaire. Pour ce faire, nous avons utilisé les bases de données ERIC, Scopus, PsycINFO et Psyndex et nous avons analysé et classifié rigoureusement 674 études de 32 pays différents. La moitié des études recensées concerne les valeurs ajoutées au niveau des enseignants et les autres concernent celles au niveau des écoles ou directeurs. 370 études ont utilisé des données empiriques pour calculer des indices de valeur ajoutée. Dans un certain nombre d’études, les variables utilisées sont précisées, mais dans approximativement 15% des publications, le modèle statistique utilisé n’est pas spécifié. La plupart des études ont utilisé la performance des années précédentes des élèves comme prédicteur ; en revanche, des variables cognitives ou motivationnelles des élèves n’ont presque jamais été prises en considération. Cette revue de littérature permet de souligner, en vue des enjeux politiques importants des valeurs ajoutées, qu’il est nécessaire d’avoir plus de transparence, rigueur et consensus, surtout sur le plan méthodologique.

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See detailÜGK/COFO mathematics 2016 audit report. Commissioned by EDK/CDIP upon the request of KOSTA HarmoS
Fischbach, Antoine; Ugen, Sonja

Report (2018)

See detailParcours éducatifs, multilinguisme et perspectives. Le deuxième rapport national sur l'éducation.
Lenz, Thomas; Baumann, Isabell Eva; Ugen, Sonja; Fischbach, Antoine

in LUCET; SCRIPT (Eds.) Rapport National sur L'Éducation au Luxembourg 2018 (2018)

See detailBildungsverläufe, Mehrsprachigkeit und ein Ausblick auf die Zukunft. Der zweite Bildungsbericht für Luxemburg.
Lenz, Thomas; Baumann, Isabell Eva; Ugen, Sonja; Fischbach, Antoine

in Lucet; Script (Eds.) Nationaler Bildungsbericht Luxembourg 2018 (2018)

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See detailA Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders
Villanyi, Denise; Martin, Romain; Sonnleitner, Philipp; Siry, Christina; Fischbach, Antoine

in International Journal of Emerging Technologies in Learning (2018), 13(10), 225-251

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

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See detailEnjeux soulevés par la technologie dans l’évaluation de compétences
Pere, Maxime; Lallemand, Carine; Busana, Gilbert; Schiltz, Christine; Fischbach, Antoine; Koenig, Vincent

Scientific Conference (2018)

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See detailÉvaluation des capacités cognitives dans le système scolaire luxembourgeois
Muller, Claire; Reichel, Yanica; Wollschläger, Rachel; Sonnleitner, Philipp; Martin, Romain; Fischbach, Antoine

Report (2018)

Das Erlernen von Fremdsprachen hat sich über die Jahre hinweg als zentral für die soziale und kulturelle Entwicklung der Schüler Luxemburgs erwiesen. Die sprachlichen Kurrikula sind entsprechend komplex ausgelegt. Nicht alle Schüler sind dieser Herausforderung gewachsen. Daten aus dem luxemburgischen Schulmonitoring (Épreuves standardisées) zeigen, dass vor allem Grundschüler, die zuhause keine der Landessprachen nutzen, Probleme haben eine richtige Erstsprache zu entwickeln. In diesem Fall ist es nicht weiter verwunderlich, wenn auch andere Kompetenzen nur schleppend ausgebildet werden. Leider wird die Sprachenvielfalt – so sinnvoll und nützlich sie für den Einen auch ist – für so Manche zum Hindernis. Das System produziert unweigerlich Schüler, deren akademische Leistungen unter ihrem Potential bleiben: die sogenannten „Underachiever“. Bevor wir uns allerdings überlegen können wie diesem Problem zu begegnen ist, muss kognitives Potential überhaupt evaluiert werden können. Bislang existieren jedoch keine Tests, die an die Luxemburgische Schülerpopulation angepasst sind. Um diesen Mangel zu beheben, wurde am LUCET der Test of Cognitive Potential (TCP) entwickelt. Der TCP ermöglicht es, kognitive Kompetenzen weitestgehend sprach- und kulturfrei zu erfassen, womit er den Bedürfnissen des luxemburgischen Schulsystems optimal entspricht. Im Verlauf des Kapitels wird der TCP kurz vorgestellt, um folgend erste Beobachtungen hinsichtlich der Problematik des „Underachievements“ anzustellen. Anschließend wird aufgezeigt, wie universal der Nutzen einer systematischen Evaluation von kognitiven Fähigkeiten im schulischen Kontext ist: von der Diagnose spezifischer Lernschwierigkeiten auf Individualniveau bis hin zur Beurteilung der Passung von Lernprogrammen und Fördermaßnahmen auf Systemniveau.

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See detailEvaluation kognitiver Fähigkeiten im luxemburgischen Schulsystem
Muller, Claire; Reichel, Yanica; Wollschläger, Rachel; Sonnleitner, Philipp; Martin, Romain; Fischbach, Antoine

Report (2018)

Das Erlernen von Fremdsprachen hat sich über die Jahre hinweg als zentral für die soziale und kulturelle Entwicklung der Schüler Luxemburgs erwiesen. Die sprachlichen Kurrikula sind entsprechend komplex ausgelegt. Nicht alle Schüler sind dieser Herausforderung gewachsen. Daten aus dem luxemburgischen Schulmonitoring (Épreuves standardisées) zeigen, dass vor allem Grundschüler, die zuhause keine der Landessprachen nutzen, Probleme haben eine richtige Erstsprache zu entwickeln. In diesem Fall ist es nicht weiter verwunderlich, wenn auch andere Kompetenzen nur schleppend ausgebildet werden. Leider wird die Sprachenvielfalt – so sinnvoll und nützlich sie für den Einen auch ist – für so Manche zum Hindernis. Das System produziert unweigerlich Schüler, deren akademische Leistungen unter ihrem Potential bleiben: die sogenannten „Underachiever“. Bevor wir uns allerdings überlegen können wie diesem Problem zu begegnen ist, muss kognitives Potential überhaupt evaluiert werden können. Bislang existieren jedoch keine Tests, die an die Luxemburgische Schülerpopulation angepasst sind. Um diesen Mangel zu beheben, wurde am LUCET der Test of Cognitive Potential (TCP) entwickelt. Der TCP ermöglicht es, kognitive Kompetenzen weitestgehend sprach- und kulturfrei zu erfassen, womit er den Bedürfnissen des luxemburgischen Schulsystems optimal entspricht. Im Verlauf des Kapitels wird der TCP kurz vorgestellt, um folgend erste Beobachtungen hinsichtlich der Problematik des „Underachievements“ anzustellen. Anschließend wird aufgezeigt, wie universal der Nutzen einer systematischen Evaluation von kognitiven Fähigkeiten im schulischen Kontext ist: von der Diagnose spezifischer Lernschwierigkeiten auf Individualniveau bis hin zur Beurteilung der Passung von Lernprogrammen und Fördermaßnahmen auf Systemniveau.

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See detailBetween‐school variation in students’ achievement, motivation, affect, and learning strategies: Results from 81 countries for planning group‐randomized trials in education
Brunner, Martin; Keller, Ulrich; Wenger, Marina; Fischbach, Antoine; Lüdtke, Oliver

in Journal of Research on Educational Effectiveness (2018), 11(3), 452-478

See detailValue-Added Modelling in Primary and Secondary School: An Integrative Review of 674 Publications
Levy, Jessica; Keller, Ulrich; Brunner, Martin; Fischbach, Antoine

Scientific Conference (2017, December)

Value-added (VA) modelling aims to quantify the effect of pedagogical actions on students’ achievement, independent of students’ backgrounds (e.g., [1]); in other words, VA strives to model the added value of teaching. VA is typically used for teacher and/or school accountability (e.g., [2]). Although, VA models have gained popularity in recent years—a substantial increase of publications is to be observed over the last decade—, there is no consensus on how to calculate VA, nor is there a consensus whether and which covariates should be included in the statistical models (e.g., [3]). The aim of the present study is to conduct a to date non-existent integrative review on VA modelling in primary and secondary education. Starting with an exhaustive literature research in the ERIC, Scopus, PsycINFO, and Psyndex databases, we reviewed and thoroughly classified 674 VA publications from 32 different countries. Half of the studies investigated VA models at teacher level; the remaining looked at school or principal level. 370 studies used empirical data to calculate VA models. Most of these studies explained their covariates, but approximately 15% did not specify the model. Most studies used prior achievement as a covariate, but cognitive and/or motivational student data were almost never taken into consideration. Moreover, most of the studies did not adjust for methodological issues such as missing data or measurement error. To conclude, given the high relevance of VA—it is primarily used for high-stakes decisions— more transparency, rigor and consensus are needed, especially concerning methodological details. References [1] Braun, H. I. (2005). Using student progress to evaluate teachers: A primer on value-added models. Princeton, NJ: Educational Testing Service. [2] Sanders, W. L. (2000). Value-added assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14(4), 329–339. [3] Newton, X., Darling-Hammond, L., Haertel, E., & Thomas, E. (2010). Value-added modeling of teacher effectiveness: An exploration of stability across models and contexts. Education Policy Analysis Archives, 18(23).

See detailTechnologiegestütztes Bildungsmonitoring in Luxemburg : Genese, Aufbau, Ausbau und wissenschaftliche Opportunitäten
Fischbach, Antoine

Presentation (2017, October 27)

See detailDimensional and social comparisons effects on domain-specific self-concepts and interests: An examination of the generalized I/E model in first- and third-graders
Niepel, Christoph; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine

Scientific Conference (2017, September)

See detailDimensional comparisons in primary school. A validation of the generalized I/E model
Niepel, Christoph; Greiff, Samuel; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2017, August)

See detailEffekte sozialer und dimensionaler Vergleiche auf fachspezifische Selbstkonzepte und Interessen bei Grundschulkindern
Niepel, Christoph; Greiff, Samuel; Keller, Ulrich; Fischbach, Antoine

Scientific Conference (2017, March)

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See detail15 Jahre PISA: Eine Bilanz für Luxemburg
Ugen, Sonja; Fischbach, Antoine

Article for general public (2017)

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See detailLes Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ?
Ugen, Sonja; Martin, Romain; Fischbach, Antoine

Book published by University of Luxembourg: LUCET (2017)

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See detailVers une démarche d’assurance-qualité pour les Épreuves Standardisées
Dierendonck, Christophe; Milmeister, Marianne; Milmeister, Paul; Weis, Christiane; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

in Ugen, Sonja; Martin, Romain; Fischbach, Antoine (Eds.) Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ? (2017)

See detailLänderbericht Luxemburg
Ugen, Sonja; Fischbach, Antoine

Presentation (2016, November)

See detailOnline Assessment SYStem OASYS
Ugen, Sonja; Fischbach, Antoine

Presentation (2016, November)

See detailAutoévaluation des élèves de l'école primaire en mathématiques
Villanyi, Denise; Fischbach, Antoine; Sonnleitner, Philipp; Siry, Christina; Martin, Romain

Scientific Conference (2016, November)

See detailDifférences interindividuelles dans l’autoévaluation des compétences scolaires à l’école primaire
Villanyi, Denise; Fischbach, Antoine; Sonnleitner, Philipp; Siry, Christina; Martin, Romain

Poster (2016, June)

See detailDifférences inter‐ et intraindividuelles en besoin de cognition
Keller, Ulrich; Strobel, Anja; Martin, Romain; Fischbach, Antoine; Esch, Pascale; Preckel, Franzis

Poster (2016, June)

See detailMonitoring du système scolaire : Le modèle luxembourgeois
Fischbach, Antoine

Scientific Conference (2016, April)

See detailLeçons à tirer du testing assisté par ordinateur à large échelle dans le cadre des Épreuves Standardisées (ÉpStan) au Luxembourg
Fischbach, Antoine

Scientific Conference (2016, January)

See detailL’implication des élèves lors d’évaluations externes à faibles enjeux : Le cas de l’évaluation « Épreuves Standardisées » au Luxembourg
Dierendonck, Christophe; Milmeister, Marianne; Milmeister, Paul; Weis, Christiane; Fischbach, Antoine; Ugen, Sonja; Martin, Romain

Scientific Conference (2016, January)

See detailTransition vers le numérique : Quelles implications pour l’évaluation des élèves et leurs apprentissages ?
Rocher, Thierry; Fischbach, Antoine; Klausing, Andreas; Koenig, Vincent; Kafaï-Afif, Amina

Scientific Conference (2016, January)

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See detailLes inégalités dans les parcours scolaires au Luxembourg
Martin, Romain; Ugen, Sonja; Fischbach, Antoine

in Caritas (Ed.) Sozialalmanach 2016. Schwerpunkt: Inegalitéiten (2016)

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See detailUn bilan au terme de deux cycles complets d'évaluation
Fischbach, Antoine; Ugen, Sonja; Martin, Romain

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

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See detailBilanz nach zwei vollen Erhebungszyklen
Fischbach, Antoine; Ugen, Sonja; Martin, Romain

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

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See detailTeacher judgments as measures of children's cognitive ability: A multilevel analysis
Baudson, Tanja Gabriele; Fischbach, Antoine; Preckel, Franzis

in Learning and Individual Differences (2016), 52

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See detailZusammenfassung der Ergebnisse in Luxemburg
Boehm, Bettina; Ugen, Sonja; Fischbach, Antoine; Keller, Ulrich; Lorphelin, Dalia

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

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See detailRésumé des résultats au Luxembourg
Boehm, Bettina; Ugen, Sonja; Fischbach, Antoine; Keller, Ulrich; Lorphelin, Dalia

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

See detailBefunde zum Luxemburger Regelschulwesen
Ugen, Sonja; Keller, Ulrich; Lorphelin, Dalia; Boehm, Bettina; Fischbach, Antoine

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

See detailLuxemburg im internationalen Vergleich
Boehm, Bettina; Fischbach, Antoine; Keller, Ulrich; Lorphelin, Dalia; Ugen, Sonja

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

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See detailShort-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables
Klapproth, Florian; Schaltz, Paule; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine; Ugen, Sonja; Martin, Romain

in Learning and Individual Differences (2016), 50

See detailDie PISA-Studie 2015
Boehm, Bettina; Krug, Astrid; Mergen, Christiane; Keller, Ulrich; Lorphelin, Dalia; Fischbach, Antoine; Ugen, Sonja

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

See detailLänderbericht Luxemburg: 1 Jahr LUCET
Fischbach, Antoine; Martin, Romain

Presentation (2015, October)

See detailSelf-assessment of academic competencies via a computer based tool in Luxembourg primary school
Villanyi, Denise; Fischbach, Antoine; Sonnleitner, Philipp; Siry, Christina; Martin, Romain

Poster (2015, August)

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See detailLes Épreuves Standardisées: Élément-clé du pilotage du système éducatif luxembourgeois
Dierendonck, Christophe; Kafaï, Amina; Fischbach, Antoine; Martin, Romain; Ugen, Sonja

in Éducation & Formations (2015), 86-87

See detail40 Jahre später: Kann die Einschätzung von Grundschullehrkräften zur Intelligenz ihrer Schülerinnen und Schülern deren Bildungsrenditen als Erwachsene vorhersagen?
Brunner, Martin; Fischbach, Antoine; Baudson, Tanja Gabriele; Preckel, Franzis; Martin, Romain

Scientific Conference (2015, March)

See detailKurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler
Klapproth, Florian; Schaltz, Paule; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine; Ugen, Sonja; Martin, Romain

Scientific Conference (2015, March)

See detailBildungsungleichheiten im luxemburgischen Bildungssystem
Hadjar, Andreas; Fischbach, Antoine; Martin, Romain; Backes, Susanne

in Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT & Université du Luxembourg, FLSHASE (Ed.) Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde (2015)

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See detailÉpreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013
Martin, Romain; Ugen, Sonja; Fischbach, Antoine

Book published by University of Luxembourg, LUCET (2015)

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See detailHerausforderungen und Perspektiven: Erfolgreich mit Heterogenität umgehen
Martin, Romain; Ugen, Sonja; Fischbach, Antoine

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

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See detailÉpreuves Standardisées : Objectifs et méthodologie
Ugen, Sonja; Fischbach, Antoine; Reichert, Monique; Dierendonck, Christophe; Martin, Romain

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

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See detailUnterschiede zwischen Schulformen
Keller, Ulrich; Villanyi, Denise; Fischbach, Antoine; Lorphelin, Dalia; Sonnleitner, Philipp; Muller, Claire; Martin, Romain

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

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See detailUnterschiede zwischen Schullaufbahnen
Fischbach, Antoine; Lorphelin, Dalia; Keller, Ulrich; Ugen, Sonja; Villanyi, Denise; Martin, Romain

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

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See detailAllgemeine Befunde zum luxemburgischen Schulwesen
Hornung, Caroline; Hoffmann, Danielle; Lorphelin, Dalia; Gamo, Sylvie; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

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

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See detailDie Bezugsnormorientierung von Mathematiklehrkräften am Ende der Sekundarstufe I: Konvergenz verschiedener Messverfahren und Wirkung auf motivational-affektive Aspekte des Mathematiklernens und Leistung
Fischbach, Antoine; Brunner, Martin; Krauss, Stefan; Baumert, Jürgen

in Journal for Educational Research Online (2015), 7(3), 3-27

See detailPISA-Kompetenzwerte sagen Bildungserträge voraus
Fischbach, Antoine; Keller, Ulrich; Preckel, Franzis; Brunner, Martin

Scientific Conference (2014, September)

See detailKonstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala
Keller, Ulrich; Preckel, Franzis; Strobel, Anja; Fischbach, Antoine; Ugen, Sonja; Villanyi, Denise; Martin, Romain

Scientific Conference (2014, September)

See detailDie Vorhersage von Lehrereinschätzungen und Lehrererwartungen in Finnland: Ein mehrebenenanalytischer Ansatz
Baudson, Tanja Gabriele; Preckel, Franzis; Greiff, Samuel; Fischbach, Antoine; Vainikainen, Mari-Pauliina; Kupiainen, Sirkku

Scientific Conference (2014, September)

See detailDo teacher judgments of student intelligence predict students' intelligence forty years later? Results from the Luxembourg MAGRIP study
Brunner, Martin; Fischbach, Antoine

in International Max Planck Research School on the Life Course newsletter (2014), 8(2), 3-8

See detailLes scores de compétences PISA sont prédictifs des résultats et carrières scolaires
Fischbach, Antoine; Keller, Ulrich; Preckel, Franzis; Brunner, Martin

Poster (2014, June)

See detailLes jugements des enseignants sur l’intelligence des élèves sont prédictifs de la qualité de vie à long terme
Fischbach, Antoine; Baudson, Tanja Gabriele; Preckel, Franzis; Martin, Romain; Brunner, Martin

Scientific Conference (2014, June)

See detailLänderbericht Luxemburg: Épreuves Standardisées (ÉpStan)
Fischbach, Antoine; Martin, Romain

Presentation (2014, May)

See detailDeveloping a mathematics large-scale assessment at the beginning of first grade in Luxembourg
Hornung, Caroline; Hoffmann, Danielle; Lorphelin, Dalia; Fischbach, Antoine

Poster (2014, April)

See detailAssessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.
Sonnleitner, Philipp; Gamo, Sylvie; Hornung, Caroline; Fischbach, Antoine; Dierendonck, Christophe; Ugen, Sonja; Keller, Ulrich; Lorphelin, Dalia; Martin, Romain

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 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.

See detailChronotype und Schule: Zusammenhänge zu Leistung und affektiv-motivationalen Variablen
Preckel, Franzis; Tanja Gabriele, Baudson; Brunner, Martin; Fischbach, Antoine; Martin, Romain

Scientific Conference (2014, March)

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See detailRegards croisés sur les acquis des élèves au travers des évaluations externes nationales et internationales : Point de vue luxembourgeois (invited symposium contribution)
Fischbach, Antoine

Scientific Conference (2014, January)

See detailSkalierung und Verankerung der Épreuves Standardisées (ÉpStan)
Fischbach, Antoine; Keller, Ulrich; Lorphelin, Dalia

Presentation (2014, January)

See detailNeed for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität
Keller, Ulrich; Ugen, Sonja; Villanyi, Denise; Fischbach, Antoine

Presentation (2014, January)

See detailIstzustand und Ausbau der Épreuves Standardisées (ÉpStan)
Fischbach, Antoine; Ugen, Sonja; Muller, Claire; Hornung, Caroline; Hoffmann, Danielle; Martin, Romain

Presentation (2014, January)

See detailBefunde zu den Herausforderungen des luxemburgischen Schulsystems aus Sicht verschiedener large-scale Studien
Martin, Romain; Keller, Ulrich; Reichert, Monique; Dierendonck, Christophe; Ugen, Sonja; Fischbach, Antoine

Presentation (2014, January)

See detailDie Online-Testplattform OASYS
Keller, Ulrich; François, Eric; Fischbach, Antoine; Busana, Gilbert; Koenig, Vincent; Doublet, Sophie; Koch, Willibrord; Martin, Romain

Presentation (2014, January)

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See detailÉpStan Technical Report
Fischbach, Antoine; Ugen, Sonja; Martin, Romain

Book published by University of Luxembourg (2014)

See detailKompetenzmessung im Bildungsbereich
Martin, Romain; Greiff, Samuel; Fischbach, Antoine; Ugen, Sonja

in Steffgen, Georges; Michaux, Gilles; Ferring, Dieter (Eds.) Psychologie in Luxemburg - Ein Handbuch (2014)

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See detailData processing, analyses and reporting
Lorphelin, Dalia; Keller, Ulrich; Fischbach, Antoine; Brunner, Martin

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

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See detail"My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures
Gogol, Katarzyna; Brunner, Martin; Goetz, Thomas; Martin, Romain; Ugen, Sonja; Keller, Ulrich; Fischbach, Antoine; Preckel, Franzis

in Contemporary Educational Psychology (2014), 39(3), 188-205

See detailLänderbericht Luxemburg: Épreuves Standardisées (ÉpStan)
Fischbach, Antoine; Martin, Romain

Presentation (2013, October)

See detailÜber- und Unterschätzungen der Schülerfähigkeit durch Lehrkräfte: Prädiktoren und Konsequenzen. (Arbeitsgruppe „Prädiktoren und Konsequenzen pädagogischer Einschätzungen“)
Baudson, Tanja Gabriele; Fischbach, Antoine; Wollschläger, Rachel; Preckel, F.

Scientific Conference (2013, September)

See detailUnterschätzungen der Schülerfähigkeit durch Lehrkräfte: Prädiktoren und Konsequenzen
Baudson, Tanja Gabriele; Fischbach, Antoine; Wollschläger, Rachel; Preckel, Franzis

Scientific Conference (2013, September)

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See detailLehrerurteile sagen Lebensläufe voraus
Fischbach, Antoine; Baudson, Tanja Gabriele; Preckel, Franzis; Martin, Romain; Brunner, Martin

Scientific Conference (2013, September)

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See detailLa mesure de la motivation et de l'effort des élèves dans le cadre des épreuves standardisées au Luxembourg
Dierendonck, Christophe; Sonnleitner, Philipp; Ugen, Sonja; Keller, Ulrich; Fischbach, Antoine; Martin, Romain

Scientific Conference (2013, August)

See detailLes épreuves standardisées (ÉpStan) au Luxembourg
Fischbach, Antoine; Dierendonck, Christophe

Presentation (2013, June)

See detailEducational assessment: Two sides of the same coin
Fischbach, Antoine

Doctoral thesis (2013)

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See detailGewissenhaftigkeit und schulische Leistung
Spengler, Marion; Fischbach, Antoine; Brunner, Martin

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

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See detailPISA proficiency scores predict educational outcomes
Fischbach, Antoine; Keller, Ulrich; Preckel, Franzis; Brunner, Martin

in Learning and Individual Differences (2013), 24

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See detailHerausforderungen und Perspektiven
Martin, Romain; Fischbach, Antoine; Keller, Ulrich; Ugen, Sonja; Dierendonck, Christophe; Böhm, Bettina

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

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See detailEinfluss des Sprachhintergrundes auf Schülerkompetenzen
Ugen, Sonja; Martin, Romain; Böhm, Bettina; Reichert, Monique; Lorphelin, Dalia; Fischbach, Antoine

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

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See detailDo teacher judgments of student intelligence predict life outcomes?
Fischbach, Antoine; Baudson, Tanja Gabriele; Preckel, Franzis; Martin, Romain; Brunner, Martin

in Learning and Individual Differences (2013), 27

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See detailZusammenfassung der Ergebnisse von PISA 2012 / Synthèse des résultats de PISA 2012
Wrobel, Gina; Dierendonck, Christophe; Fischbach, Antoine; Ugen, Sonja; Hoffmann, Danielle; Hornung, Caroline; Gamo, Sylvie; Böhm, Bettina; Martin, Romain

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

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See detailMädchen und Jungen
Hornung, Caroline; Hoffmann, Danielle; Lorphelin, Dalia; Fischbach, Antoine; Ugen, Sonja; Villanyi, Denise; Böhm, Bettina; Martin, Romain

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

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See detailUnterschiede zwischen Schulformen und das Pilotprojekt PROCI
Keller, Ulrich; Sonnleitner, Philipp; Villanyi, Denise; Fischbach, Antoine; Lorphelin, Dalia; Ugen, Sonja; Böhm, Bettina; Martin, Romain

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

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See detailKompetenzerwerb in Bezug auf das sozioökonomische und kulturelle Umfeld
Reichert, Monique; Muller, Claire; Wrobel, Gina; Lorphelin, Dalia; Ugen, Sonja; Fischbach, Antoine; Böhm, Bettina; Martin, Romain

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

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See detailLuxemburger Schülerinnen und Schüler im internationalen Vergleich
Böhm, Bettina; Fischbach, Antoine; Ugen, Sonja; Muller, Claire; Reichert, Monique; Sonnleitner, Philipp; Keller, Ulrich; Bertemes, Jos; Martin, Romain

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

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See detailPISA 2012 – Ziele der Studie und methodische Grundlagen
Böhm, Bettina; Ugen, Sonja; Fischbach, Antoine; Martin, Romain; Kafaï, Amina; Bertemes, Jos; Lanners, Michel

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

See detailLänderbericht Luxemburg
Fischbach, Antoine; Bertemes, Jos

Presentation (2012, October)

See detailLänderbericht Luxemburg: Épreuves Standardisées (ÉpStan)
Fischbach, Antoine

Presentation (2012, March)

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See detailSchlussfolgerungen
Martin, Romain; Ugen, Sonja; Fischbach, Antoine; Muller, Claire; Brunner, Martin

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

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See detailAllgemeine Befunde zum Luxemburgischen Schulwesen
Fischbach, Antoine; Brunner, Martin; Lorphelin, Dalia; Dierendonck, Christophe; Martin, Romain

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

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See detailUnterschiede zwischen Schulformen
Keller, Ulrich; Lorphelin, Dalia; Muller, Claire; Fischbach, Antoine; Martin, Romain

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

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See detailÉpreuves Standardisées: Ziele und methodische Grundlagen
Brunner, Martin; Fischbach, Antoine; Reichert, Monique; Ugen, Sonja; Dierendonck, Christophe; Keller, Ulrich; Martin, Romain

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

See detailItem‐Austausch im Rahmen des DACHL – Konzeptvorschlag
Fischbach, Antoine; Martin, Romain

Presentation (2011, October)

See detailLänderbericht Luxemburg: Épreuves Standardisées
Fischbach, Antoine; Martin, Romain

Presentation (2011, October)

See detailPeer‐Review im Rahmen des DACHL – Konzeptvorschlag
Fischbach, Antoine; Martin, Romain

Presentation (2011, October)

See detailReading comprehension strategies of biliterate students in German and French
Ugen, Sonja; Brunner, Martin; Fischbach, Antoine; Keller, Ulrich; Reichert, Monique; Dierendonck, Christophe; Artelt, Cordula; Martin, Romain

Scientific Conference (2011, July)

See detailLänderbericht Luxemburg: Épreuves Standardisées
Brunner, Martin; Fischbach, Antoine

Presentation (2011, March)

See detailLänderbericht Luxemburg: Épreuves Standardisées
Fischbach, Antoine

Presentation (2010, October)

See detailEvaluation von Plurilingualität in einer multilingualen Gesellschaft: bloße Herausforderung und/oder Chance?
Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Keller, Ulrich; Brunner, Martin

Scientific Conference (2010, September)

See detailEin neues Strukturmodell akademischer Selbstkonzepte: Das nested Marsh/Shavelson Modell
Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Fischbach, Antoine; Ugen, Sonja; Martin, Romain

Scientific Conference (2010, September)

See detailLänderbericht Luxemburg: Épreuves Standardisées 2009
Fischbach, Antoine

Presentation (2010, March)

See detailRückmeldeformate zu Ergebnissen aus den Large Scale Assessments
Fischbach, Antoine

Presentation (2010, March)

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See detailSchulische Entwicklung
Fischbach, Antoine; Brunner, Martin

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailDie kognitive Repräsentation von Schülertypen bei angehenden Lehrkräften - Eine typologische Analyse
Hörstermann, Thomas; Krolak-Schwerdt, Sabine; Fischbach, Antoine

in Schweizerische Zeitschrift für Bildungswissenschaften (2010), 32

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See detailThe structure of academic self-concepts revisited: The nested Marsh/Shavelson model
Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

in Journal of Educational Psychology (2010), 102(4), 964-981

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See detailJungen und Mädchen
Brunner, Martin; Ugen, Sonja; Dierendonck, Christophe; Fischbach, Antoine; Keller, Ulrich; Reichert, Monique; Boehm, Bettina; Martin, Romain

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailZusammenfassung der Ergebnisse von PISA 2009
Boehm, Bettina; Brunner, Martin; Dierendonck, Christophe; Fischbach, Antoine; Keller, Ulrich; Martin, Romain; Reichert, Monique; Ugen, Sonja

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailUnterschiede zwischen Schulformen und Schulen
Keller, Ulrich; Reichert, Monique; Brunner, Martin; Fischbach, Antoine; Dierendonck, Christophe; Boehm, Bettina; Martin, Romain

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailKompetenzerwerb in Bezug auf das kulturelle und sozio‐ökonomische Umfeld
Ugen, Sonja; Brunner, Martin; Dierendonck, Christophe; Fischbach, Antoine; Reichert, Monique; Keller, Ulrich; Boehm, Bettina; Martin, Romain

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailLuxemburger Schülerinnen und Schüler im internationalen Vergleich
Boehm, Bettina; Brunner, Martin; Dierendonck, Christophe; Fischbach, Antoine; Keller, Ulrich; Martin, Romain; Reichert, Monique; Ugen, Sonja; Lanners, Michel

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

See detailLänderbericht Luxemburg: Weiterentwicklung der standardisierten Tests
Fischbach, Antoine; Brunner, Martin

Presentation (2009, September)

See detailTAO4school: Generic goes specific
Fischbach, Antoine

Bachelor/master dissertation (2008)

See detailPeer‐to‐peer Mediation – Ein Unterrichtssubkonzept
Fischbach, Antoine

Bachelor/master dissertation (2006)