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Using Rasch-model statistical analysis, sub-competence areas can be checked against empirical scales. Prompted by TIMSS 2000 performance, Germany implemented national educational standards, developed the ESNaS project and item bank, and defined chemistry “basic concepts.” The study identifies the most frequent chemistry topics across Germany’s 16 federal states curricula.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/content-analysis-of-chemistry-curricula-in-germany-case-study-chemical-reactions-exploratory-study/588669/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/content-analysis-of-chemistry-curricula-in-germany-case-study-chemical-reactions-exploratory-study/588669.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main goal regarding chemistry curricula in Germany?","Question",{"text":112,"@type":113},"The study aims to identify the topics most frequently appearing across the curricula of Germany’s 16 federal states.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are competence and sub-competence areas evaluated in the paper?",{"text":117,"@type":113},"The paper describes defining sub-competence areas theoretically and using statistical analysis with Rasch models to verify whether they belong to the same empirical scale.",{"name":119,"@type":110,"acceptedAnswer":120},"Why were national educational standards introduced in Germany?",{"text":121,"@type":113},"They were implemented in response to disappointing results of German students in TIMSS 2000, and to assess the National Educational Standards in science.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588669,1792167127,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CONTENT ANALYSIS OF CHEMISTRY CURRICULA  \nIN GERMANY  \nCASE STUDY: CHEMICAL REACTIONS  \nRoxana S. Timofte  \nAbstract: Curriculum-assessment alignment is a well known foundation for good practice in educational assessment, for items’ curricular validity purposes. Nowadays instruments are designed to measure pupils’ competencies in one or more areas of competence. Sub-competence areas could be defined theoretically and statistical analysis of empirical data by using Rasch models could reveal if the sub-competence areas defined theoretically are belonging to the same empirical scale. As a result of unsatisfactory results of pupils to TIMSS in 2000, national educational standards were implemented in Germany and research in the area of competence assessment was started. Though, the compulsory, comprehensive content description of the material intended to be taught in class is depicted in curricula. As a result of federalism in Germany, each of the 16 federal states provides a curriculum. The aim of this exploratory study is the identification of the topics most frequent across the curricula of the 16 federal states.  \nConsequently, curriculum analysis of the curricula for two type of schooling in Germany, for secondary level I, for each of the 16 federal states in proposed.  \nKey words: curriculum analysis, curriculum-assessment alignment, items’ curricular validity, chemical reactions, competence measurement.  \n1. Introduction  \nAlignment of standards, curriculum 1 and assessment has been acknowledged to be the foundation for a sound approach to educational assessment (Webb, 1997) . In 2003 and 2004 educational standards in Germany were defined, as a result of the disappointing results of German students at TIMSS in the 1990s and TIMSS 2000 (Köller at al., 2012) . To assess the implemented National Educational Standards (NES) in science (Sekretariat der Ständingen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland, 2005), the German Institute for Educational Progress assembled the interdisciplinary project “Evaluation of the National Educational Standards for Natural Sciences at the Lower Secondary Level” (ESNaS) in 2007 (Kremer et al., 2012) . The aim of this project was the creation of an item bank, in order to measure the performance of pupils in Science areas upon the implementation of NES. A competence model was developed, by considering the concept of competence as described by Klieme et al. (2006) and by Weinert (2001) . This model has three axes: area of competence, cognitive processes and complexity level (Figure 1) .  \nIn this model are considered four areas of competence: use of content knowledge, acquirement of knowledge, communication, evaluation and judgment. The complexity term refers to the number of single scientific items and their interconnectivity necessary to solve a task. This dimension includes five levels: 1 fact (I), 2 facts (II), 1 relation (III), 2 relations (IV), and generic concept (V) . Facts are seen as the smallest possible units of knowledge in a particular area, relations indicate quantitative and  \n1 The intended curriculum is referred to in this paper as curriculum. For a definition of intended curricula see UNESCO International Bureau of Education, 2013.  \nqualitative functional connections between facts, and concepts are defined as general scientific constructs. The cognitive processes depicted in the model are the cognitive activities necessary to solve a specific test item. There are four levels of cognitive activities: reproduction, selection, organization and integration. These processes were adapted from theories of information processing.  \nFigure 1. Three-dimensional ESNaS competency model  \nItem Response Theory (IRT) models such as Rasch models are used for analysis of empirical data in the area of competence assessment (Hartig, 2008) . The advantage of Rasch analysis of data is that the data are converted into ratio scaled data and that item parameters and perso","cbCaieh5qMpHFhvx","https://ap.wps.com/l/cbCaieh5qMpHFhvx","pdf",395733,"English","# Introduction\n## ESNaS competency model and competence axes\n## Rasch/IRT and competence assessment analysis\n## German national educational standards and chemistry basic concepts","[{\"question\":\"What is the study’s main goal regarding chemistry curricula in Germany?\",\"answer\":\"The study aims to identify the topics most frequently appearing across the curricula of Germany’s 16 federal states.\"},{\"question\":\"How are competence and sub-competence areas evaluated in the paper?\",\"answer\":\"The paper describes defining sub-competence areas theoretically and using statistical analysis with Rasch models to verify whether they belong to the same empirical scale.\"},{\"question\":\"Why were national educational standards introduced in Germany?\",\"answer\":\"They were implemented in response to disappointing results of German students in TIMSS 2000, and to assess the National Educational Standards in science.\"}]","CONTENT ANALYSIS OF CHEMISTRY CURRICULA IN GERMANY - CASE STUDY: CHEMICAL REACTIONS - Exploratory Study | PDF",1792065710]