Berlin individual learning paths and education monitoring (BiLuB) - project group “Implementation”

Berlin individual learning paths and education monitoring

The existing diagnostic offerings in the Berlin school system include various instruments such as LauBe, ILeA plus, VERA 3, and commercial solutions such as bettermarks. Each of these instruments aims to assess the competence level of students at specific points in time during their school career: LauBe focuses on relevant precursor skills in German and mathematics at the beginning of the first grade, while ILeA (plus) determines the initial learning situation at the beginning of grades 1 to 6 in accordance with the levels of the Berlin framework curriculum. VERA 3 assesses learning progress at the end of the third grade in relation to the educational standards at the end of the fourth grade. Commercial offerings, such as Bettermarks, do not provide systematic, standardized, empirically validated competence measurement that would be binding and comparable across multiple grades. Instead, Bettermarks focuses on adaptive, formative learning, whereby competence gains are made visible but not recorded according to strict psychometric standards or longitudinal modeling. A key research gap exists in that no diagnostic tool has yet been developed that is specifically designed, empirically and administratively, to map competencies longitudinally and at the same time be compatible with existing tools across different grade levels. In other words, there is no longitudinal diagnostic tool that
? has been developed along central guiding principles in terms of subject didactics,
? is empirically validated and standardized,
? is administratively practicable and can be integrated into everyday school life and educational administration,
? and provides comparable data across grades 1 to 6.

The aim of this research project is therefore to develop a standardized testing instrument for the diagnosis and long-term assessment of competence development in mathematics in grades 3 to 6. This instrument is intended to map individual learning progress in the competence areas of the guiding principles and provide teachers with targeted, effective feedback for the individual support of students. The focus is on basic competencies and explicit links to the Berlin framework curriculum and the revised educational standards. In addition, the project integrates results from parallel cross-state projects conducted by the IQB (StarS and TBA II).