Die ökonomische Kompetenz von Schüler*innen der Sekundarstufe I

This book addresses the assessment of economic competence among students in lower secondary education and pursues three research objectives: (1) the conceptualization and modeling of the economic domain, (2) the model-based development of a testing instrument for measuring economic competence, and (3) how different sources of evidence, related to the curriculum-instruction-assessment triad, can ensure the validity of test score interpretation in the economic domain. The developed testing instrument TBA-EL was created based on evidence-centered design and represents a psychological performance test that operationalizes the construct of economic competence through a highly authentic, computer-based design. The analysis findings indicate a two-dimensional model of economic competence, differentiating between a linguistic-argumentative and a mathematical-analytical approach to economic content. Furthermore, a competence level model that can be interpreted didactically can be developed based on difficulty-generating characteristics. There are also school-type-specific differences in the instructional sensitivity of the testing instrument. The findings demonstrate a strong connection to both economic education research and general economic education research, addressing a central desideratum.