Session Information
09 SES 14 A, Research And Practice On A-Level Examinations – A European Perspective On Student Assessment through High-Stakes Testing
Symposium
Contribution
In 2007 central A-levels were implemented in Germany as a part of an overall school management reform with the aim to put a stronger focus on schools’ output (Amrein & Berliner, 2002). Considering the special individual and social significance of school mathematics the question arises in how far student variables such as student attitudes and student perceptions have an effect on performance in central mathematics A-levels. Using structural equation modeling (cf. Muthén & Muthén, 2007) this paper examines in how far the factors self-efficiency, significance of mathematics, classroom climate and individual reference standard, all seen from the students’ perspective, correlate with student performance exemplarily for the central mathematics A-levels 2011. The analyses are based on a sample of students’ A-level results and student background questionnaires from academic high schools in North Rhine-Westphalia (Eickelmann et al, 2012). This contribution closes a research gap for the aforementioned factors on individual level concerning student performance in central A-level examinations. Findings for this sample show nominal but statistically insignificant correlations. Still, these analyses provide a starting point for further inquiries for the interaction of factors on students’ individual level and their performance in central (A-level) examinations.
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