Secondary analyses of the PISA Plus data

In 2013, a supplementary study was conducted with PISA Plus, which followed on from the PISA study in 2012. This generated findings on the competence development of German students in the course of a school year. In the project, the data obtained was further evaluated — among other things, on the relationship between teaching characteristics and changes in performance.

With the project PISA Plus 2012-2013 an additional longitudinal study was conducted in Germany in 2013, as a supplement to PISA 2012. Among other things, performance data was collected again after one year using a complex repeated measurement design, using both PISA items, and items from the comparison of educational standards. Key findings on the development of competencies over the course of a school year in Germany, were subsequently published in a special issue of the Zeitschrift für Erziehungswissenschaft, a German education journal, in 2017.

The data set created in PISA Plus is extensive, complex, with enormous potential for scientific re-use. Even after the evaluation of the primary project interests of PISA Plus, it still represents a unique data basis for further research on competence development in German schools. Therefore, the aim of this project was to further evaluate the existing data set, especially with regard to practice-relevant questions about how both personal characteristics of students and school and lesson-related aspects relate to competence development.

In addition to the evaluations already carried out, the following questions in particular were examined in greater depth:

  1. What differential knowledge gains are revealed by PISA tests and the tests for examining performance according to the educational standards?
  2. Which teaching characteristics affect performance and motivational development?
  3. Are there mutual correlations between performance measures and motivational characteristics, especially with regard to groups with and without a migration background?
  4. What effects do factors at school level (school culture, cooperation between teachers, social composition, school form) have on the organization and methods of teaching and performance of students?

Selected Publications

Bayer, S. (in Print). Mathematikunterricht vergleichend zwischen den Schularten [Teaching mathematics compared between school types] (Empirische Erziehungswissenschaft,  Band 69) . Münster: Waxmann.

Funding: Centre for International Student Assessment (ZIB)

Project Partners: TUM, IPN

Duration: 2017 - 2018

Staus: completed

Contact: Frank Goldhammer, Nina Jude