Eine Kritik der Lese-/Testkonstrukte in PISA, DESI und TEDS-LT aus sozialtheoretischer Perspektive

Zu Beginn des Beitrags werden Gemeinsamkeiten und Differenzen von Lese- und Diagnosekompetenzen herausgearbeitet. Die weiteren Ausführungen verdeutlichen am Beispiel von drei international genutzten Lese- bzw. Wissenskompetenzmodel-len und entsprechenden Testdesigns, inwiefern sich diese für eine mi...

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Bibliographic Details
Published in:Professionalisierung und Diagnosekompetenz (Band V.2)
Main Author: Dirks, Una
Contributor: Zentrum für Lehrerbildung (Issuing body)
Contributors: Hansmann, Wilfried (Editor)
Format: Book Chapter
Published: Philipps-Universität Marburg 2012
Online Access:PDF Full Text
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Table of Contents: The first part of this article focuses on similarities and differences between reading and diagnostic competences. In the following chapters, three reading and knowledge competence models of international assessment surveys as well as the respective test designs are discussed in more detail. The aim is to outline the micro- and macro-theoretical demands of capturing text-bound dimensions of social reali-ties not being covered by the models. Attention is drawn to the models’ scales and to open questions concerning test fairness and norms of the test constructs. Due to the models’ social-theoretic shortcomings, no adaptations for assessing diagnostic competencies can be recommended.