Development and Validation of a Standardized Test Instrument (BiSpra-Aufgaben)

The command of academic language is considered to be of great importance for successful participation in and the acquisition of education and school-related competences. In addition, academic language requirements are more difficult than everyday language requirements for pupils with a non-German family language as well as monolingual German-speaking children. Given this background and building on the findings and development work in the BiSpra I and BiSpra II projects, the project pursued the following objectives: (1) The tasks developed in earlier funding phases to record various aspects of the understanding of academic language were further developed into a standardised and normed test instrument suitable for use both in school practice and in research. (2) The results from BiSpra II were extended by longitudinal analyses in order to be able to make statements on the development of educational language abilities and skills and their prognostic validity for school success. The aim of the study was to draw up separate normative values for monolingual German-speaking children, for bilingual children growing up and for children with German as a second language. For this reason, schools with a high proportion of children with an immigrant background were included in the sample disproportionately often. The proportion of non-monolingual German-speaking children is thus higher in the standardisation sample than in the overall population. (IQB)

  • Research Design: Other
  • Sample: Students from grade 2 to 4 (N=3,778); Schools (N=127)
  • DOI: 10.5159/IQB_BiSpra-Aufgaben_v1
  • Restrictions: No

  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • Country of birth father
        • Country of birth mother
        • Country of birth child
        • Years in Germany
        • Mother tongue father
        • Mother tongue mother
        • Mother tongue (child)
        • Mastery of German and other languages (child)
        • Start of German language acquisition
        • Language of the child at home
        • Language of the child
      • Cultural Capital
        • Number of books in the home
      • Individual Characteristics
        • Sex child
        • Month of birth of the child
        • Year of birth of the child
      • Family Background
        • ISCO08
        • ISEI
        • HISEI (mother/father)
    • Personal Characteristics
      • Partial competence and developmental disorders (child)
      • Speech therapy (child)
      • Hearing disorder child
      • Hearing aid (child)
    • Professional Background
      • Occupational Situation
        • Current employment (mother/father)
        • Description of occupation (mother/father)
        • Authority to issue directives (mother/father)
    • Educational Biography
      • Attending a day care centre (child)
      • Language day care center (child)
      • Graduation qualification (mother/father)
      • Vocational qualification (mother/father)
      • ISCED (mother/father)
      • HISCED (mother/father)
      • Years of schooling (mother/father)
    • Leisure Time Behavior and Media Use
      • Private ICT Usage
        • Use of the German language when surfing the Internet
      • TV Consumption
        • Use of German language in DVD, video, movie, TV consumption
      • Reading and Writing Habits
        • Use of German language in reading
      • Leisure Activities and Peer Group
        • Use of German language while listening to music
        • Use of German language in extracurricular activities
  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • Language(s) learned by the child in the first 3 years of life
        • Languages spoken at home
        • Refugee experience
        • German language skills
      • Individual Characteristics
        • Sex child
        • Month of birth of the child
        • Year of birth of the child
        • Age of the child
        • Special educational needs
        • Support needs in German
    • Institutional Characteristics
      • School Location
        • Federal state (Bundesland)
        • Population
        • Degree of urbanization
    • Educational Biography
      • Child's grade level
    • Home Learning Environment
      • Tutoring
        • additional support in German
  • School Effects
    • Cognitive Learning Outcomes
      • Performance assessments
  • Other
    • Other
      • Test booklet rotation
  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • Language(s) learned by the child in the first three years of life
        • Language(s) spoken at home
        • Refugee experience
        • German language skills
        • Support needs in German
        • Country of birth of the child
        • Age on arrival in Germany
        • Languages of origin
        • Start of German language acquisition
        • Frequency with which German is spoken
      • Cultural Capital
        • Number of books at home
        • Personal ownership of books
      • Individual Characteristics
        • Sex child
        • Month of birth of the child
        • Year of birth of the child
        • Age of the child
        • Special educational needs
    • Personal Characteristics
      • Learning and Performance-related Attitudes
        • Performance assessment
    • Educational Biography
      • Child's grade level
    • Leisure Time Behavior and Media Use
      • Private ICT Usage
        • Use of German language while surfing the Internet
      • TV Consumption
        • Use of German language while watching TV, movies, videos/DVDs
      • Reading and Writing Habits
        • Use of German language in reading
      • Leisure Activities and Peer Group
        • Use of German language while listening to music
        • Use of German language in extracurricular activities
    • Home Learning Environment
      • Tutoring
        • additional support in German

  • Domain-Specific Cognitive Competencies
    • Linguistic Competence
      • Test Instrument Language
        • BiSpra-Text
        • BiSpra-Satz
        • BiSpra-Wort
      • German Language
        • Receptive
          • Reading
            • Grammar and semantics
          • Listening Comprehension
            • Functional-integrative listening comprehension
          • Vocabulary, passive (Lexicology)
Apply for Scientific Use Files
Data Set Published on
July 23, 2021
Current Version Available Since
July 23, 2021
Survey Period
2017
Sample
Students from grade 2 to 4 (N=3,778); Schools (N=127)
Survey Unit
  • Parents
  • Schools
  • Students
Measured Competencies
Academic Language, Listening Comprehension, Connector Understanding, Vocabulary, Grammar
Region
Baden-Wuerttemberg, Brandenburg, Bremen, Hamburg, Lower Saxony, North Rhine-Westphalia
Principal Investigators
  • Heppt, Birgit
  • Stanat, Prof. Dr. Petra
  • Weinert, Prof. Dr. Sabine
Data Producers
  • Otto-Friedrich-Universität Bamberg
  • Weinert, Prof. Dr. Sabine
Funded by
Related Studies
Suggested Citation
Weinert, S., Stanat, P., Heppt, B., Volodina, A., & Eglinsky, J. (2021). BiSpra-Aufgaben: Weiterentwicklung zu einem diagnostisch nutzbaren Testinstrument und Prüfung der Sensitivität für Fördereffekte [BiSpra-Transfer: Development and Validation of a Standardized Test Instrument ] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BiSpra-Aufgaben_v1
Restriction Notice
There are no specific data restrictions.

Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

BiSpra-Aufgaben

Documentation

Here you can find further documentation:

BiSpra-Aufgaben Scaling Manual BiSpra-Aufgaben Final Report

Further information

Literature

Selected literature is listed here.

BiSpra Aufgaben Literature (.bib)

2022

Heppt, B., Olczyk, M., & Volodina, A. (2022). Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09704-8

2021

Volodina, A., Eglinsky, J., Heppt, B., Weinert, S., & Stanat, P. (2021). BiSpra-Aufgaben: Weiterentwicklung zu einem diagnostisch nutzbaren Testinstrument und Prüfung der Sensitivität für Fördereffekte. Humboldt-Universität zu Berlin. https://doi.org/10.18452/22352

2020

Heppt, B., & Stanat, P. (2020). Development of academic language comprehension of German monolinguals and dual language learners. Contemporary Educational Psychology, 62, 101868. https://doi.org/10.1016/j.cedpsych.2020.101868

Heppt, B., Köhne-Fuetterer, J., Eglinsky, J., Volodina, A., Stanat, P., & Weinert, S. (2020). BiSpra 2-4: Test zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern der Jahrgangsstufen 2 bis 4. Waxmann. https://books.google.de/books?id=zJ0GEAAAQBAJ

Heppt, B., Volodina, A., Eglinsky, J., Stanat, P., & Weinert, S. (2020). Faktorielle und kriteriale Validität von BiSpra 2 – 4. Diagnostica, 5(2), 1–12. https://doi.org/10.1026/0012-1924/a000259

Volodina, A., & Weinert, S. (2020). Comprehension of Connectives: Development Across Primary School Age and Influencing Factors. Frontiers in Psychology, 11, 814. https://doi.org/10.3389/fpsyg.2020.00814

Volodina, A., Weinert, S., & Mursin, K. (2020). Development of academic vocabulary across primary school age: Differential growth and influential factors for German monolinguals and language minority learners. Developmental psychology, 56(5), 922–936. https://doi.org/10.1037/dev0000910

2019

Heppt, B., Eglinsky, J., & Volodina, A. (2019). Der Bildungssprachtest BiSpra 2-4: Erfassung bildungssprachlicher Kompetenzen bei Kindern im Grundschulalter. BiSS-Journal, 23–26. https://biss-sprachbildung.de/wp-content/uploads/2019/11/biss-journal-11-november-2019.pdf

Weinert, S., Stanat, P., Heppt, B., Volodina, A., & Eglinsky, J. (2019). BiSpra-Aufgaben: Weiterentwicklung zu einem diagnostisch nutzbaren Testinstrument und Prüfung der Sensitivität für Fördereffekte (Verbundprojekt). Schlussbericht 2019. null. https://doi.org/10.25656/01:20681

2017

Schuth, E., Köhne, J., & Weinert, S. (2017). The influence of academic vocabulary knowledge on school performance. Learning and Instruction, 49, 157–165. https://doi.org/10.1016/j.learninstruc.2017.01.005

Weinert, S. (2017). Sprachliche Bildung – Sprache in der Bildung. In W. Thielmann, C. Trautmann, A. Krause, & G. Lehmann (Eds.), Form und Funktion. Stauffenburg Verlag.

2016

Heppt, B. (2016). Verständnis von Bildungssprache bei Kindern mit deutscher und nicht-deutscher Familiensprache [Dissertation, Humboldt-Universität zu Berlin]. https://doi.org/10.18452/17534

2015

Uccelli, P., Galloway, E. P., Barr, C. D., Meneses, A., & Dobbs, C. L. (2015). Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension. Reading Research Quarterly, 50(3), 337–356. https://doi.org/10.1002/rrq.104

2014

Heppt, B., Stanat, P., Dragon, N., Berendes, K., & Weinert, S. (2014). Bildungssprachliche Anforderungen und Hörverstehen bei Kindern mit deutscher und nicht-deutscher Familiensprache. Zeitschrift für Pädagogische Psychologie, 28(3), 139–149. https://doi.org/10.1024/1010-0652/a000130

2007

Bailey, A. L. (2007). The language demands of school: Putting academic English to the test. Yale University Press.