Entwicklungstendenzen in Schwedischen Sekundär- Und Hochschulen

Ohne Zusammenfassung

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Trends in the development in secondary and higher education in Sweden

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Developpement de l'enseignement secondaire et universitaire en suede

     

Indikatoren kultureller Bildung

The arts form an integral part of human education. Arts education contributes to the development of the individual’s expressive needs and interests. It serves to pass on cultural and aesthetic practices and enables active participation in the cultural life of society. Over the last years, the demand for data has been growing, and in 2012, the German Federal Ministry of Education and Research (BMBF), together with the Standing Conference of the Länder Ministers of Education (KMK), commissioned the German national report on education with a specific focus on “cultural and aesthetic education over the life-span”. The present contribution defines the scope of this thematic focus and presents an overview of available data sources for its operationalization. It describes the process of structuring the domain, the construction of statistics and indicators, and outlines ways for further improving the monitoring of arts education in Germany.     

The Economical Collection of Data for Test Validation

Several researchers have concluded that changing answers to multiple-choice questions is typically beneficial for students. This research attempts to validate these earlier results and to determine if students accurately perceive the outcome of their own answer-changing behavior. The results support the conclusions of the earlier studies that when students change answers on multiple-choice questions they tend to gain roughly 3 points for every point lost. This study also found that students predominantly underestimate the benefit of their own answer-changing behavior.     

Relationships between Pupils’ Sociocultural Background,Instruction in School and Writing Achievement

The aim of this study was to explain differences between pupils’ achievements in composition. A theoretic causal model of factors of importance to pupils’ proficiency in writing has been tested with data collected in the Swedish part of the IEA‐study. These data involve the pupils’ sociocultural background, the teachers’ experiences and the teaching of writing. The pupils’ marks for an argumentative composition represent the standard of their achievement in writing. The present analysis includes pupils in grade 9 of the Swedish compulsory comprehensive school. The causal model was verified concerning the relationships between pupils’ sociocultural background and their writing achievement. However, no relationships could be found between teaching in school and pupils’ achievement, a result which is discussed critically.