Session Information
Contribution
Within the in 2001 accomplished Progress in International Reading Study (PIRLS) different specific skills in Germany acquired. The reading-literacy-tests were completed by tests concerning mathematics and natural sciences (TIMSS), tests concerning orthographical competencies of the children and by abridgements of the cognitive capability tests concerning figural and verbal analogies by Heller and Perleth (2000). With this contribution on the one hand the inter-individual differences between professional performances (literacy competences, mathematical and natural scientifically competencies, orthography) and on the other hand general cognitive achievement (verbal and figural analogies) shall be tested. The analyses are based on the IRT-models. A comparison of the models will be drawn based on formal statistical model test examinations. In a further aspect it is shown by using the example of test performances concerning literacy which problems result from scholar feedback on individual level. LiteratureBos, W., Lankes, E.-M., Prenzel, M., Schwippert, K., Walther, G. & Valtin, R. (Hrsg.). (2003). Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich. Münster: Waxmann. Heller, K. A. and C. Perleth (2000). Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision - KFT 4-12+R : Manual. Göttingen, Beltz Test
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