Large-Scale Student Assessment Studies Measure the Results of Processes of Knowledge Acquisition: Evidence in Support of the Distinction between Intelligence and Student Achievement

Autor/inn/en	Baumert, Jurgen; Ludtke, Oliver; Trautwein, Ulrich; Brunner, Martin
Titel	Large-Scale Student Assessment Studies Measure the Results of Processes of Knowledge Acquisition: Evidence in Support of the Distinction between Intelligence and Student Achievement
Quelle	In: Educational Research Review, 4 (2009) 3, S.165-176 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2009.04.002
Schlagwörter	Intelligence; Reading Achievement; Mathematics Achievement; Outcomes of Education; Academic Achievement; Construct Validity; Intelligence Tests; Program Effectiveness; Evidence; Student Evaluation; Educational Assessment; Educational Testing; Cognitive Measurement; Psychometrics; Cognitive Ability; Evaluation Methods + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Schulleistung; Intelligence test; Intelligenztest; Evidenz; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Psychometry; Psychometrie; Denkfähigkeit
Abstract	Given the relatively high intercorrelations observed between mathematics achievement, reading achievement, and cognitive ability, it has recently been claimed that student assessment studies (e.g., TIMSS, PISA) and intelligence tests measure a single cognitive ability that is practically identical to general intelligence. The present article uses three lines of reasoning to show that the outcomes of schooling can and must be conceptually distinguished from the intelligence construct. First, the conceptual differences between student assessments and tests of cognitive ability are delineated. Second, results from construct validation studies providing strong empirical support for the multidimensionality of the achievement measures applied in large-scale educational assessments are reported. Third, data supporting the differential development of educational outcomes in different domains are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10