Analyse der Aufgaben zur Evaluation der Bildungsstandards in Physik - Differenzierung von schriftsprachlichen Fähigkeiten und Fachlichkeit

Within the evaluation of National Educational Standards in science education all items provide information required for the answer. The items thereby are also competency-based. We assume that general language proficiency plays a central role in order to assess achievement in physics since some answers require an open response. Thus, this paper addresses the question to what extent general language proficiency can affect the results of the evaluation of the educational standards in physics education for the competence content knowledge. Drawing on a sample of N = 1961 vocational trainees first, it is shown that the National Educational Standards items are affected by general language proficiency to a relevant degree. Furthermore, items in open response format are more difficult than items in a closed response format, with a slight interaction between response format and general language proficiency.