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.
Dirks, Una (172044928): Eine Kritik der Lese-/Testkonstrukte in PISA, DESI und TEDS-LT aus sozialtheoretischer Perspektive. In: Hansmann, Wilfried: . : 2012-05-29, . DOI: https://doi.org/10.17192/es2012.0004.
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