DESI study

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The DESI study (German English Student Performance International) is a study to record the language performance in German and English of students at schools in Germany.

DESI was commissioned in 2001 by the Conference of Ministers of Education as the first major national addition to the PISA study . The test was developed and carried out under the leadership of the German Institute for International Educational Research (DIPF).

Outside Germany, DESI was taken over by South Tyrol .

procedure

In the 2003/2004 school year, around 11,000 9th grade pupils from all types of schools were tested.

The first test, which took place in September / October 2003, at the beginning of the school year, was attended by 10,639 students; on the second test, towards the end of the school year in May / June 2004, 10,632 students. Out of 219 schools, 40 had a bilingual branch.

Instruments 1. Measurement time
start 9th grade 		2nd measurement time
end of 9th grade
Tests German Language awareness Language awareness
reading comprehension reading comprehension
Text production Text production
argumentation
vocabulary
spelling, orthography
Tests English Language awareness-socio-pragmatics Language awareness grammar
Listening comprehension Listening comprehension
Text construction Text construction
reading comprehension
Write
Speak
Intercultural Competence

The performance is divided into four so-called competence levels: A is the lowest and is required in the Hauptschule, D is the highest and corresponds to that of a Gymnasium after the 10th grade. Each level is again divided into two levels, which are marked with a 1 or 2 (e.g. A1 and A2), where 2 is to be rated higher than 1. A higher level includes the lower levels and therefore builds up the other up.

Results

The following results were summarized in the studies:

  • Achievement of competence levels:
    • 96% of all students achieve A
    • Achieve 32% B.
    • Reach 10% C.
    • Reach 6% D.
  • Differentiation regarding school types:
    • Hauptschulen have the lowest level: almost 10% do not achieve A, and the level is often worse on the second test.
    • Integrated comprehensive schools have the second lowest level, but the largest range of services. The minimum is roughly the same as that of the Hauptschule, while the maximum comes close to that of the Realschule.
    • Realschulen have the second highest level. There are almost no students who fail to achieve A.
    • Gymnasiums have both the highest level and the lowest spectrum, i.e. This means that almost all students have good language skills. The proportion of students who are above C is highest here at around 10%.
  • Girls achieve better results overall than boys, although their strengths and weaknesses lie in different areas: girls have a higher vocabulary and boys have better pronunciation and fluency.
  • The result correlates strongly with social origin and economic income. A disproportionately large number of secondary school students come from immigrant families. A comparison with the PISA mathematics competence shows that the socio-economic status and cultural possessions have more, but the education of the parents less, influence on the DESI results than is the case with PISA.

DESI in South Tyrol

The German part of DESI was also carried out at German secondary schools in South Tyrol . The result was presented as a great success by state politicians, but is not representative because, as with PISA, vocational schools were excluded from the test. The test was also not carried out by an independent research institution, but by the Pedagogical Institute, an organ of the state education authority. The Pedagogical Institute sums up the experiences with the implementation of the test as follows: These observations allow the conclusion that the pupils have mostly worked in a concentrated and interested manner. Overall, the survey went according to plan, the individual phases are well thought out according to feedback from the specialist teachers, and the exercises are relevant and meaningful. The duration of the test, a total of more than four hours, and the associated decrease in concentration make skeptics question the informative value of the data obtained from it.

supporting documents

  1. ↑ M. Putz: PISA --- Everyone their own ... desired result (PDF; 167 kB).
  2. ↑ PI South Tyrol via DESI .

literature

  • E. Klieme, B. Beck (Ed.): Linguistic competencies - concepts and measurement. DESI study (German English Student Achievement International). Beltz, Weinheim 2007. ISBN 3-407-25398-2
  • DESI consortium (Ed.): Teaching and acquiring skills in German and English: Results of the DESI study. Beltz, Weinheim 2008. ISBN 3-407-25491-1
  • Thomé, G .; Eichler, W. (2008): Spelling German. In: DESI Consortium (Ed.): Teaching and acquiring skills in German and English: Results of the DESI study. Beltz, Weinheim 2008, pp. 104–111.

Web links

Official reports

Other web links