Ausgabe 1/2011, 103. Jahrgang S. 24–37
An Analysis of How Innovations Are Implemented in Upper Secondary Education and the Abitur-Exams
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In recent years, numerous formal and content-related alterations with regard to upper secondary education and the Abitur-examination have been implemented. However, findings concerning their innovative impact and their practical implementation are still pending. The presented study is based on this research gap and analyses Abitur-examination tasks and class exercises from various German Länder in a retrospective longitudinal design. In summary, the results contribute to empirical evidence regarding the factual implementation of innovations in upper secondary education and in the Abitur-examination.
exit examinations, upper secondary education, tasks, innovation, implementation