My da|ra Login

https://doi.org/10.5159/IQB_IGLU_2016_v1

1

Dataset : survey data, achievement test

• Hußmann, Anke
• Wendt, Heike
• Bos, Wilfried
• Bremerich-Vos, Albert
• Kasper, Daniel
• Lankes, Eva-Maria
• McElvany, Nele
• Stubbe, Tobais C.
• Valtin, Renate
• Institut für Schulentwicklungsforschung (IFS) der Technischen Universität Dortmund

2020-07-09

• Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)

German

Surveys; Evaluation; Assessment; Educational Assessment; German Achievement; Achievement; School Quality; Student Evaluation; Classroom Research; Reading Achievement; Reading Ability; Reading Comprehension; Reading Motivation; Spelling; Achievement Rating; Elementary Education; Students; Elementary Schools; Grade 4; Academic Achievement; Native Language Instruction; Reading Research; Reading Instruction; Achievement Model; Reading Skills; Instructional Design; Socioeconomic Background; Self Concept; Performance Based Assessment; National Competency Tests; Achievement Assessment; Reading Tests; Reading; International Assessment; Comparative Testing; Reading Research; Germany

• Abstract

  The project IGLU (International: Progress in Reading Literacy Study [PIRLS]) 2016 uses representative data to investigate the reading literacy of students at the end of the fourth grade in primary schools in Germany. Due to the international orientation of the project, school achievements in Germany can be compared with those in other countries and regions of the world. IGLU is a central element of educational monitoring in Germany and took place for the fourth time in 2016. The survey allows statements about trends in the school system. The IGLU study focuses on reading literacy. In addition, it looks at key characteristics of students, their classes, their schools and their families. A special feature of IGLU 2016 is the extension study PIRLS Literacy. In the past, it has been shown that in those countries where the reading skills of fourth-graders were significantly below international levels, the skills of the weaker children could not be adequately recorded with the regular IGLU instruments. Germany did NOT participate in PIRLS Literacy.

• 2016-05-02 / 2016-06-03

• Germany (DE)
  worldwide in 57 states, all 16 federal states of Germany
  

Students in Grade 4 (N=3,959); Classes (N=208); Schools (N=208)

Probability Sample: Stratified Cluster Sample

• Longitudinal: Cohort/Event-based
  Research Design: Observational Design
  

• Self-administered questionnaire: Paper
• Educational measurements and tests
• Measurements and Tests: Paper and pencil test

Survey Unit: Students; Teachers; Parents; Principals###

CC0 1.0 Universal

• Continues
  DOI: 10.5159/IQB_IGLU_2011_v1
  

• Eine ausführliche Publikationsliste finden Sie auf

  • ID: www.iqb.hu-berlin.de/fdz/studies/IGLU_2016 (URL)