Abstract
In addition to the comprehensive data on achievement collected by PISA, the International Survey on Reading Abilities in Primary School (IGLU) and its national expansion, IGLUE, provide us for the first time with representative data on achievement in reading, mathematics, and in the field of natural science as part of general knowledge on the level of primary education. From a certain point of view, the data of both surveys are comparable not only because of the competence models on which they are based, but also because similar methods were used to collect background information. Such a comparison may help to identify achievement-relevant correlations (e.g. gender, migration background, socio-economic status, parental support) as well as problem areas (e.g. deficits in certain areas of competence), the emergence of which can already be detected on the primary school level, so that measures can be taken which get to the problem at its very roots and which allow to better plan in advance future longitudinal studies.
Translated title of the contribution | To which questions does a combined interpretation of the results yielded by both PISA and IGLU provide well grounded answers? |
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Original language | German |
Pages (from-to) | 198-212+i |
Journal | Zeitschrift fur Padagogik |
Volume | 49 |
Issue number | 2 |
State | Published - Mar 2003 |
Externally published | Yes |