Competence Assessment in Education

Research, Models and Instruments

  • Detlev Leutner
  • Jens Fleischer
  • Juliane Grünkorn
  • Eckhard Klieme

Table of contents

  1. Front Matter
    Pages i-viii
  2. Detlev Leutner, Jens Fleischer, Juliane Grünkorn, Eckhard Klieme
    Pages 1-6
  3. Modeling and Assessing Student Competencies

    1. Front Matter
      Pages 7-7
    2. Judith Pollmeier, Steffen Tröbst, Ilonca Hardy, Kornelia Möller, Thilo Kleickmann, Astrid Jurecka et al.
      Pages 9-17
    3. Susanne Koerber, Beate Sodian, Christopher Osterhaus, Daniela Mayer, Nicola Kropf, Knut Schwippert
      Pages 19-29
    4. Kathrin Viehrig, Alexander Siegmund, Joachim Funke, Sascha Wüstenberg, Samuel Greiff
      Pages 31-53
    5. Christel Meier, Thorsten Roick, Sofie Henschel, Jörn Brüggemann, Volker Frederking, Adelheid Rieder et al.
      Pages 55-74
    6. Joachim Wirth, Melanie Schütte, Jessica Wixfort, Detlev Leutner
      Pages 75-89
  4. Modeling and Assessing Teacher Competencies

    1. Front Matter
      Pages 91-91
    2. Tina Seidel, Kathleen Stürmer, Manfred Prenzel, Gloria Jahn, Stefanie Schäfer
      Pages 93-109
    3. Thilo Kleickmann, Steffen Tröbst, Aiso Heinze, Andrea Bernholt, Roland Rink, Mareike Kunter
      Pages 111-129
    4. Ines Böhmer, Cornelia Gräsel, Sabine Krolak-Schwerdt, Thomas Hörstermann, Sabine Glock
      Pages 131-147
    5. Mara Gerich, Monika Trittel, Simone Bruder, Julia Klug, Silke Hertel, Regina Bruder et al.
      Pages 149-166
    6. Annika Ohle, Nele McElvany, Britta Oerke, Wolfgang Schnotz, Inga Wagner, Holger Horz et al.
      Pages 167-180
  5. Modeling and Assessing Vocational Competencies and Adult Learning

    1. Front Matter
      Pages 181-181
    2. Tobias Gschwendtner, Stephan Abele, Thomas Schmidt, Reinhold Nickolaus
      Pages 183-202
    3. Kerstin Norwig, Cordula Petsch, Reinhold Nickolaus
      Pages 203-220
  6. Competency Development: Modeling of Change and Training of Competencies

    1. Front Matter
      Pages 245-245
    2. Susanne Weßnigk, Knut Neumann, Tobias Viering, David Hadinek, Hans E. Fischer
      Pages 247-262
    3. Susanne Bögeholz, Sabina Eggert, Carolin Ziese, Marcus Hasselhorn
      Pages 263-284
    4. Wolfgang Schneider, Klaus Lingel, Cordula Artelt, Nora Neuenhaus
      Pages 285-302
    5. Wolfgang Schnotz, Inga Wagner, Fang Zhao, Mark Ullrich, Holger Horz, Nele McElvany et al.
      Pages 303-313
    6. Florian Buchwald, Jens Fleischer, Stefan Rumann, Joachim Wirth, Detlev Leutner
      Pages 315-331
    7. Gizem Hülür, Fidan Gasimova, Alexander Robitzsch, Oliver Wilhelm
      Pages 333-354
  7. Innovations in Psychometric Models and Computer-Based Assessment

    1. Front Matter
      Pages 355-355
    2. Andreas Frey, Ulf Kroehne, Nicki-Nils Seitz, Sebastian Born
      Pages 369-387
    3. Timo Leuders, Regina Bruder, Ulf Kroehne, Dominik Naccarella, Renate Nitsch, Jan Henning-Kahmann et al.
      Pages 389-406
    4. Frank Goldhammer, Johannes Naumann, Heiko Rölke, Annette Stelter, Krisztina Tóth
      Pages 407-425
  8. Feedback From Competency Assessment: Concepts, Conditions and Consequences

    1. Front Matter
      Pages 445-445
    2. Simon P. Tiffin-Richards, Hans Anand Pant
      Pages 469-485

About this book


This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes,” which focused on competence assessment across disciplines in Germany.

The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of “competencies,” which are defined as “context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains” (Koeppen et al., 2008,  p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies.

The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies.    


Competence modelling Competence development Science competencies Competence levels Learning progression Training of competencies Teacher competencies Student competencies Literary literacy Self-regulated learning Vocational competencies Problem solving competence Metacognitive knowledge Mathematical competence Reading competence Multidimensional IRT Computerized adaptive testing Computer-based assessment DFG-Priority Program

Editors and affiliations

  • Detlev Leutner
    • 1
  • Jens Fleischer
    • 2
  • Juliane Grünkorn
    • 3
  • Eckhard Klieme
    • 4
  1. 1.Faculty of Educational Sciences, Department of Instructional PsychologyUniversity of Duisburg-EssenEssenGermany
  2. 2.Faculty of Educational Sciences, Department of Instructional PsychologyUniversity of Duisburg-EssenEssenGermany
  3. 3.German Institute for International Educational Research (DIPF)Frankfurt/MainGermany
  4. 4.German Institute for International Educational Research (DIPF)Frankfurt/MainGermany

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-50028-7
  • Online ISBN 978-3-319-50030-0
  • Series Print ISSN 2367-170X
  • Series Online ISSN 2367-1718
  • Buy this book on publisher's site