Ausgabe 1/2017, 23. Jahrgang S. 9–27
Die Erfassung individualisierten Unterrichts in Large-Scale-Assessments: Herausforderungen und Perspektiven am Beispiel von IGLU
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Individualisation in class is associated with high hopes regarding its potential to meet the needs of the individual learner and has, as such, been anchored in nearly all federal school laws in Germany. However, its definition as well as concepts of its implementation in class remain unclear. This leads to measurement uncertainties that especially show in large-scale assessments such as PIRLS (German: IGLU) and TIMSS. This article highlights these difficulties and presents alterations for existing forms of measurements.