@article{LeuchtTiffinRichardsVocketal.2012,
  author    = {Leucht, Michael and Tiffin-Richards, Simon and Vock, Miriam and Pant, Hans Anand and Koeller, Olaf},
  title     = {English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  volume    = {44},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  number    = {4},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000071},
  pages     = {163 -- 177},
  year      = {2012},
  abstract  = {The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.},
  language  = {fr}
}
@article{GronostajVockPant2016,
  author    = {Gronostaj, Anna and Vock, Miriam and Pant, Hans Anand},
  title     = {Skip a grade, learn more? Estimating the effects of grade skipping on},
  series = {Learning and individual differences},
  volume    = {49},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2016.05.022},
  pages     = {278 -- 286},
  year      = {2016},
  abstract  = {Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey, 1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specific form of acceleration, have been supportive with respect to academic outcomes but have primarily been derived from U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of more than 40,000 students from five studies originally conducted to assess their skills in native and foreign languages in the context of the national educational standards in Germany. We identified 471 grade skippers and used propensity score matching on potential confounding variables (e.g., intelligence, gender, parental background) to construct comparable control groups. Two different comparison groups were realized (same-grade and same age groups). The findings showed that grade skippers performed (at least) as well on standardized tests as their older classmates who were matched on all covariates (same-grade comparison) and outperformed their same-aged peers who were matched on all covariates in most of the language skills that were assessed. Practical and methodological implications are also discussed. (C) 2016 Elsevier Inc. All rights reserved.},
  language  = {en}
}