The Impact of International Large-Scale Assessments on Work-Related Educational Monitoring and Policy-Making in Germany

Autor/inn/en	Seeber, Susan; Lehmann, Rainer
Titel	The Impact of International Large-Scale Assessments on Work-Related Educational Monitoring and Policy-Making in Germany
Quelle	In: Research in Comparative and International Education, 8 (2013) 3, S.342-348 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2013.8.3.342
Schlagwörter	Foreign Countries; Educational Policy; Apprenticeships; Vocational Schools; Educational Quality; Educational Trends; International Cooperation; Cross Cultural Studies; Achievement Tests; Standards; Exit Examinations; Academic Achievement; Educational History; Standardized Tests; Educational Change; Germany; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Apprenticeship; Lehre; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Quality of education; Bildungsqualität; Bildungsentwicklung; Internationale Kooperation; Internationale Zusammenarbeit; Cultural comparison; Kulturvergleich; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standard; Final examination; Abschlussprüfung; Schulleistung; History of education; Bildungsgeschichte; Standadised tests; Standardisierter Test; Bildungsreform; Deutschland
Abstract	Germany has relied on its well-established tradition of preparing the workforce through the so-called dual system of practical in-firm training (apprenticeships) and theoretical foundations conveyed by vocational schools. Believing in the high quality of academic school programmes that prepare a small elite for university studies, the German public remained convinced until well into the 1990s that there was little need for innovation and improvement in German education. Although there had been earlier signs of concern, this conviction remained unchanged until the publication of the outcomes of the International Association for the Evaluation of Educational Achievement (IEA) Third International Mathematics and Science Study (TIMSS) in 1996. The "TIMSS shock", reinforced by later studies, has resulted in a host of changes in educational policy, perhaps best characterised by the late Hermann Lange as the "turn towards evidence-based educational policy making". Hallmarks of this trend were the decision by all 16 federal states in Germany to participate regularly in international large-scale assessments (ILSAs), including interstate comparisons (taken in 1997); the decision to define standards of educational performance (corresponding to the federally recognised school leaving certificates); the initiation of academic study programmes intended to foster the development of the required advanced technical skills; and the founding and/or expansion of agencies for quality management (including systems of reports on the state of education, both at the federal and the state levels). In this article, the role of ILSAs (including both IEA and others) in these policy changes are described and examined from a critical perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10