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An Intensive Longitudinal Study of the Development of Student Achievement over Two Years (LUISE)

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Competence Assessment in Education

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

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Abstract

Educational researchers have long been interested in quantifying the amount of change in student achievement as a result of schooling. In this paper, we present an intensive longitudinal study of student achievement and cognitive ability over a time span of two academic years, from the beginning of ninth grade until the end of tenth. One hundred and twelve students participated in the intensive longitudinal study, which consisted of 44 testing sessions. A control group of 113 students participated only in the pretest and posttest. We provide descriptive results for the trajectories of German language and mathematics achievement in different domains and report comparisons between the study and control groups. Taken together, our findings reveal that student achievement increased over the course of two academic years, with effect sizes amounting to about 60–80 % of a full standard deviation unit for German achievement, and to about two thirds to a full standard deviation unit for mathematics achievement. Furthermore, the findings did not reveal any evidence for higher increases in student achievement for the study group. We conclude that intensive longitudinal studies allow for examining change in student achievement over shorter time spans without confounding the findings with learning effects related to retest and discuss open questions for future research.

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Acknowledgments

This research was supported by the Institute for Educational Progress (IQB), Humboldt University, Berlin, Germany, and by a grant from the German Research Foundation (DFG), awarded to Oliver Wilhelm and Alexander Robitzsch (WI 2667/7-1) in the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293). Gizem Hülür and Fidan Gasimova were predoctoral fellows of the International Max Planck Research School: “The Life Course: Evolutionary and Ontogenetic Dynamics (LIFE)”.

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Authors and Affiliations

  1. University of Zurich, Zurich, Switzerland

    Gizem Hülür

  2. Ulm University, Ulm, Baden-Wuerttemberg, Germany

    Fidan Gasimova & Oliver Wilhelm

  3. Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany

    Alexander Robitzsch

Authors
  1. Gizem Hülür
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  2. Fidan Gasimova
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  3. Alexander Robitzsch
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  4. Oliver Wilhelm
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Correspondence to Gizem Hülür .

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Editors and Affiliations

  1. Faculty of Educational Sciences, Department of Instructional Psychology, University of Duisburg-Essen, Essen, Germany

    Detlev Leutner

  2. Faculty of Educational Sciences, Department of Instructional Psychology, University of Duisburg-Essen, Essen, Germany

    Jens Fleischer

  3. German Institute for International Educational Research (DIPF), Frankfurt/Main, Germany

    Juliane Grünkorn

  4. German Institute for International Educational Research (DIPF), Frankfurt/Main, Germany

    Eckhard Klieme

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Hülür, G., Gasimova, F., Robitzsch, A., Wilhelm, O. (2017). An Intensive Longitudinal Study of the Development of Student Achievement over Two Years (LUISE). In: Leutner, D., Fleischer, J., Grünkorn, J., Klieme, E. (eds) Competence Assessment in Education. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-50030-0_20

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  • DOI: https://doi.org/10.1007/978-3-319-50030-0_20

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