Version_v1_2026_02
Country code 3-character
Country Identifier
Intl. School ID
PISA Assessment Cycle (2 digits + 2 character Assessment type - MS/FT)
National Centre 6-digit Code
Stratum ID 5-character (cnt + original stratum ID) (Zur Anonymisierung geleert (FDZ))
REGION
Adjudicated sub-region code 7-digit code (3-digit country code + region ID + stratum ID)
OECD country
Date of the database creation
Proportion of mathematics teachers at school
Student-mathematics teacher ratio
Total number of non-teaching staff at school
Proportion of personnel for pedagogical support
Proportion of school administrative personnel
Proportion of school management personnel
Proportion of other non-teaching staff
School selectivity
School responsibility for curriculum
School responsibility for resources
Educational leadership (WLE)
Instructional leadership (WLE)
School encouragement of parent or guardian involvement (WLE)
Availability of computers
Computers connected to the Internet
Availability of tablet devices
Feedback to teachers (WLE)
Mathematics teacher training (WLE)
School diversity and multi-cultural views (WLE)
Shortage of educational staff (WLE)
Shortage of educational material (WLE)
Student-related factors affecting school climate (WLE)
Teacher-related factors affecting school climate (WLE)
Math class size
Class size (test language class)
Use of standardized tests (WLE)
Use of teacher-developed tests (WLE)
Creative extra-curricular activities (3 activities)
Extra-curricular activities offered (all) (WLE)
Mathematics-related extra-curricular activities at school
Mathematics extension courses offered at school
Ability grouping for mathematics classes
Creative school environment (WLE)
Openness culture/climate (WLE)
School Closure Support from Education Authorities
School Closure Support from Other Sources
Problems with Schools’ Capacity to Provide Remote Instruction (WLE)
School Preparation for Remote Instruction, Before Pandemic (WLE)
Preparedness for Digital Learning (WLE)
Which of the following definitions best describes the community in which your school is located?
As of March 1, 2022, what was the total school enrolment (number of students)? Number of youth with diverse gender:
As of [February 1, 2021], what was the total school enrolment (number of students): Number of boys:
As of [February 1, 2021], what was the total school enrolment (number of students): Number of girls:
What is the average size of <test language> classes in <national modal grade for 15-year-olds> in your school?
[Stem] At your school, what is the total number of students in the [national modal grade for 15-year-olds]?
[Stem] Approximately, how many desktop or laptop computers are available for these students for educational purposes?
[Stem] Approximately, how many of these desktop or laptop computers are connected to the Internet?
[Stem] Approximately, how many interactive whiteboards are available in the school altogether?
[Stem] Approximately, how many data projectors are available in the school altogether?
[Stem] Approximately, how many desktop or laptop computers with internet connection are available for teachers in your school?
[Stem] Approximately, how many tablet devices (e.g. [iPad®], [Galaxy Book®], [Fire®]) or e-book readers (i.e. portable device for reading books on screen, e.g. [Amazon® KindleTM], [Kobo]) are available for these students for educational purposes?
Which of the following statements best describes the schooling available to students in your location?
During admission, how often consider: Student's record of academic performance (including placement tests)
During admission, how often consider: Recommendation of feeder schools
During admission, how often consider: Parents' or guardians' endorsement of the instructional or religious philosophy of the school
During admission, how often consider: Whether the student requires or is interested in a special programme
During admission, how often consider: Preference given to family members of current or former students
During admission, how often consider: Residence in a particular area
During admission, how often consider: Student's disciplinary record in this or another school
Is your school a public or a private school?
What kind of organisation runs your school?
Percentage of schoolyr funding comes from: Government (includes departments, local, regional, state and national)
Percentage of schoolyr funding comes from: Student fees or school charges paid by parents or guardians
Percentage of schoolyr funding comes from: Benefactors, donations, bequests, sponsorships, parent or guardian fundraising
Percentage of schoolyr funding comes from: Other
Instruction hindered by: A lack of teaching staff
Instruction hindered by: Inadequate or poorly qualified teaching staff
Instruction hindered by: A lack of assisting staff
Instruction hindered by: Inadequate or poorly qualified assisting staff
Instruction hindered by: A lack of educational material (e.g. textbooks, IT equipment, library or laboratory material)
Instruction hindered by: Inadequate or poor quality educational material (e.g. textbooks, IT equipment, library or laboratory material)
Instruction hindered by: A lack of physical infrastructure (e.g. building, grounds, heating/cooling, lighting and acoustic systems)
Instruction hindered by: Inadequate or poor quality physical infrastructure (e.g. building, grounds, heating/cooling, lighting and acoustic systems)
Instruction hindered by: A lack of [digital resources] (e.g. desktop or laptop computers, internet access, learning management systems or school learning platforms)
Instruction hindered by: Inadequate or poor quality [digital resources] (e.g. desktop or laptop computers, internet access, learning management systems or school learning platforms)
Teachers in TOTAL: Full-time
Teachers in TOTAL: Part-time
Teachers [fully certified] by [the appropriate authority]: Full-time
Teachers [fully certified] by [the appropriate authority]: Part-time
Teachers with an [ISCED Level 6 - Bachelor's or equivalent level] qualification: Full-time
Teachers with an [ISCED Level 6 - Bachelor's or equivalent level] qualification: Part-time
Teachers with an [ISCED Level 7 - Master's or equivalent level] qualification: Full-time
Teachers with an [ISCED Level 7 - Master's or equivalent level] qualification: Part-time
Teachers with an [ISCED Level 8 - Doctoral or equivalent level] qualification: Full-time
Teachers with an [ISCED Level 8 - Doctoral or equivalent level] qualification: Part-time
Last 3 mnths, percentage teaching staff attended professional dev: All teaching staff at your school
Last 3 mnths, percentage teaching staff attended professional dev: Staff who teach mathematics at your school
In-house professional dev: Our school invites specialists to conduct in-service training for teachers.
In-house professional dev: Our school organises in-service workshops which deal with specific issues that our school faces.
In-house professional dev: Our school organises in-service workshops for specific groups of teachers (e.g. newly appointed teachers).
Last school yr, teachers monitored by? Tests or assessments of student achievement
Last school yr, teachers monitored by? Teacher peer review (of lesson plans, assessment instruments, lessons)
Last school yr, teachers monitored by? Principal or senior staff observations of lessons
Last school yr, teachers monitored by? Observation of classes by inspectors or other persons external to the school
How often students assessed by: Mandatory [standardised tests], e.g. [country specific example]
How often students assessed by: Non-mandatory [standardised tests] (e.g. publicly or commercially available standardised test material like [country specific example])
How often students assessed by: Teacher-developed tests
How often students assessed by: Teachers' judgmental ratings
How student tests are used: [Standardised tests]: To guide students' learning
How student tests are used: Teacher-developed tests: To guide students' learning
How student tests are used: [Standardised tests]: To inform parents or guardians about their child's progress
How student tests are used: Teacher-developed tests: To inform parents or guardians about their child's progress
How student tests are used: [Standardised tests]: To make decisions about students' retention or promotion
How student tests are used: Teacher-developed tests: To make decisions about students' retention or promotion
How student tests are used: [Standardised tests]: To group students for instructional purposes
How student tests are used: Teacher-developed tests: To group students for instructional purposes
How student tests are used: [Standardised tests]: To compare the school to [district or national] performance
How student tests are used: Teacher-developed tests: To compare the school to [district or national] performance
How student tests are used: [Standardised tests]: To monitor the school's progress from year to year
How student tests are used: Teacher-developed tests: To monitor the school's progress from year to year
How student tests are used: [Standardised tests]: To make judgements about teachers' effectiveness
How student tests are used: Teacher-developed tests: To make judgements about teachers' effectiveness
How student tests are used: [Standardised tests]: To identify aspects of instruction or the curriculum that could be improved
How student tests are used: Teacher-developed tests: To identify aspects of instruction or the curriculum that could be improved
How student tests are used: [Standardised tests]: To adapt teaching to the students' needs
How student tests are used: Teacher-developed tests: To adapt teaching to the students' needs
How student tests are used: [Standardised tests]: To compare the school with other schools
How student tests are used: Teacher-developed tests: To compare the school with other schools
How student tests are used: [Standardised tests]: To award certificates to students
How student tests are used: Teacher-developed tests: To award certificates to students
Exist at your school: Internal evaluation / Self-evaluation
Exist at your school: External evaluation
Exist at your school: Written specification of the school's curricular profile and educational goals
Exist at your school: Written specification of student performance standards
Exist at your school: Systematic recording of data such as teacher or student attendance and professional development
Exist at your school: Systematic recording of student test results and graduation rates
Exist at your school: Seeking written feedback from students (e.g. regarding lessons, teachers or resources)
Exist at your school: Teacher mentoring
Exist at your school: Regular consultation aimed at school improvement with one or more experts over a period of at least six months
Exist at your school: Implementation of a standardised policy for mathematics subjects (i.e. school curriculum with shared instructional materials accompanied by staff development and training)
School's policy for [national modal grade for 15-year-olds] students: Students are grouped by ability into different classes.
School's policy for [national modal grade for 15-year-olds] students: Students are grouped by ability within their classes.
This academic year, which of the following activities does your school offer to students in the 9th grade? Band, orchestra or choir
This academic year, which of the following activities does your school offer to students in the 9th grade? School play or school musical
This academic year, which of the following activities does your school offer to students in the 9th grade? School yearbook, newspaper or magazine
This academic year, which of the following activities does your school offer to students in the 9th grade? Volunteering or service activities, e.g. helping at school parties, tutoring, students café
This academic year, which of the following activities does your school offer to students in the 9th grade? Mathematics club
This academic year, which of the following activities does your school offer to students in the 9th grade? Mathematics competitions, e.g. Mathematics-Olympiad
This academic year, which of the following activities does your school offer to students in the 9th grade? Art club or art activities
This academic year, which of the following activities does your school offer to students in the 9th grade? Sporting team or sporting activities
This academic year, which of the following activities does your school offer to students in the 9th grade? Chess club
This academic year, which of the following activities does your school offer to students in the 9th grade? Club with a focus on computers (e.g. programming or coding)
This academic year, which of the following activities does your school offer to students in the 9th grade? School garden
Learning hindered by: Student truancy
Learning hindered by: Students skipping classes
Learning hindered by: Students lacking respect for teachers
Learning hindered by: Student use of alcohol or illegal drugs
Learning hindered by: Students intimidating or bullying other students
Learning hindered by: Teachers not meeting individual students' needs
Learning hindered by: Teacher absenteeism
Learning hindered by: Staff resisting change
Learning hindered by: Teachers being too strict with students
Learning hindered by: Teachers not being well prepared for classes
Learning hindered by: Students not being attentive
Proportion parent/guardians who: Discussed their child's progress with a teacher on the parents' or guardians' own initiative
Proportion parent/guardians who: Discussed their child's progress on the initiative of one of their child's teachers
Proportion parent/guardians who: Participated in local school government (e.g. parent council or school management committee)
Proportion parent/guardians who: Volunteered in physical or extra-curricular activities, (e.g. building maintenance, carpentry, gardening or yard work, school play, sports, field trip)
Proportion parent/guardians who: Discussed their child's behaviour with a teacher on the parents' or guardians' own initiative
Proportion parent/guardians who: Discussed their child's behaviour on the initiative of one of their child's teachers
Proportion parent/guardians who: Assisted in fundraising for the school
Agree/disagree: Teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction.
Agree/disagree: Teachers have sufficient time to prepare lessons integrating digital devices.
Agree/disagree: Effective professional resources for teachers to learn how to use digital devices are available.
Agree/disagree: An effective online learning support platform is available.
Agree/disagree: Teachers are provided with incentives to integrate digital devices in their teaching.
Agree/disagree: The school has sufficient qualified technical assistant staff.
Number of non-teaching staff working in school who are: Personnel for pedagogical support, irrespective of the [grade levels]/ages they support
Number of non-teaching staff working in school who are: School administrative personnel
Number of non-teaching staff working in school who are: School management personnel
Number of non-teaching staff working in school who are: Other non-teaching staff
Does your school offer career guidance to students in <national modal grade for 15-year-olds>?
Who has main responsibility for career guidance for [national modal grade for 15-year-olds] students at your school?
Does school offer this info to [national modal grade for 15-year-olds] students: Information about internships
Does school offer this info to [national modal grade for 15-year-olds] students: Information about future careers
Does school offer this info to [national modal grade for 15-year-olds] students: Information about future educational opportunities
Does school offer this info to [national modal grade for 15-year-olds] students: Information about student financing (e.g. student loans or grants)
Last yr, how often staff: They helped students of different backgrounds to recognise the similarities that exist between them.
Last yr, how often staff: They encouraged students of different backgrounds to resolve disagreements by finding common ground.
Last yr, how often staff: They supported activities or organisations that encourage students' expression of diverse identities.
Last yr, how often staff: They taught students how to respond to discrimination.
Last yr, how often staff: They taught students to be inclusive of others with different backgrounds.
Last yr, how often staff: They provided additional support for students from disadvantaged backgrounds.
How many foreign languages are being taught at your school <this academic year>?
Minutes in [class period] for: Mathematics
Minutes in [class period] for: Average minutes in a [class period] across all subjects, including Mathematics
What is the average size of mathematics classes in <national modal grade for 15-year-olds> in your school?
Who is responsible for this at your school: Choosing a student's mathematics course(s)
Who is responsible for this at your school: Choosing the level of difficulty of a student's mathematics course(s)
Who is responsible for this at your school: Choosing the number of mathematics courses or [class periods] that a student takes
Percentage of students who received these [marks] in math in last [school report]: [Marks] at or above the [pass mark]
Percentage of students who received these [marks] in math in last [school report]: [Marks] below the [pass mark]
Does your school offer additional math lessons apart from math lessons offered during the usual school hours?
Other types of math lessons offered: [Enrichment]
Other types of math lessons offered: [Remedial]
Other types of math lessons offered: Without differentiation depending on the prior achievement level of the students
Teachers of mathematics in TOTAL: Full-time
Teachers of mathematics in TOTAL: Part-time
Teachers of matheamtics, who have a teaching certificate (2. state examination or equivalent graduation): Full-time
Teachers of matheamtics, who have a teaching certificate (2. state examination or equivalent graduation): Part-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification: Full-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification: Part-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification with a major in mathematics and pedagogy: Full-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification with a major in mathematics and pedagogy: Part-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification with a major in mathematics: Full-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification with a major in mathematics: Part-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification in pedagogical parts: Full-time
Teachers of mathematics with at least a Bachelor’s or equivalent level qualification in pedagogical parts: Part-time
Teachers of mathematics with a Short-cycle tertiary education but not a Bachelor’s or equivalent level qualification: Full-time
Teachers of mathematics with a Short-cycle tertiary education but not a Bachelor’s or equivalent level qualification: Part-time
In-house professional dev for math teachers: Our school invites specialists to conduct in-service training for mathematics teachers.
In-house professional dev for math teachers: Our school organises in-service workshops, which deal with specific issues that our mathematics teachers face.
In-house professional dev for math teachers: Our school organises in-service workshops for specific mathematics teachers (e.g. newly appointed teachers).
Offers math teachers professional dev in: Mathematics content
Offers math teachers professional dev in: Mathematics pedagogy/instruction
Offers math teachers professional dev in: Mathematics curriculum
Offers math teachers professional dev in: Integrating digital resources into mathematics instruction
Offers math teachers professional dev in: Improving students' critical thinking or problem solving skills
Offers math teachers professional dev in: Mathematics assessment
Offers math teachers professional dev in: Addressing individual students' needs (e.g. differentiated learning, differentiated instruction)
How likely a student in your school would be transferred to another school for: Low academic achievement
How likely a student in your school would be transferred to another school for: High academic achievement
How likely a student in your school would be transferred to another school for: Behavioural problems
How likely a student in your school would be transferred to another school for: Special learning needs
How likely a student in your school would be transferred to another school for: Parents' or guardians' request
Which describes school's math classes: Mathematics classes study similar content, but at different levels of difficulty.
Which describes school's math classes: Different classes study different content or sets of mathematics topics that have different levels of difficulty.
Which describes school's math classes: Students are grouped by ability within their mathematics classes.
Which describes school's math classes: In mathematics classes, teachers use pedagogy suitable for students with heterogeneous abilities (i.e. students are not grouped by ability).
To what extent is your school's mathematics programme structured according to the following resources? Federal curriculum standards or frameworks
To what extent is your school's mathematics programme structured according to the following resources? In-school curriculum frameworks and standards for learning
To what extent is your school's mathematics programme structured according to the following resources? Results from state-specific tests (e.g. bavarian mathematics test)
To what extent is your school's mathematics programme structured according to the following resources? Results from national tests (e.g. national assessment, PISA)
To what extent is your school's mathematics programme structured according to the following resources? Recommendations from school mathematics department
To what extent is your school's mathematics programme structured according to the following resources? Discretion of individual teachers
To what extent is your school's mathematics programme structured according to the following resources? Results from school assessments (e.g. quizzes or tests created by teachers)
To what extent is your school's mathematics programme structured according to the following resources? Commercially designed programmes
Applies to your school? The school has a specific policy to encourage the teaching and learning of [social and emotional skills].
Applies to your school? The school has a policy on how to use [digital devices] in mathematics instruction (e.g. amount of computer use in mathematics lessons, use of specific mathematics computer programs).
Applies to your school? All [national modal grade for 15-year-olds] mathematics classes in the school use the same textbook.
Applies to your school? Mathematics teachers in the school follow a standardised curriculum that specifies content at least on a monthly basis.
Applies to your school? There is a mission statement describing the [social and emotional skills] we aim to foster in our school.
Applies to your school? Teachers are asked to evaluate students' [social and emotional skills] as a part of their grading.
Apply to your school: The school has a written statement about the general use of digital devices on the school premises.
Apply to your school: The use of [cell phones] is not allowed on the school premises.
Apply to your school: The school has formal guidelines for the use of digital devices for teaching and learning in specific subjects.
Apply to your school: Teachers establish rules for when students may use digital devices during lessons.
Apply to your school: Teachers establish rules in collaboration with students about their use of [digital resources] at school or in class.
Apply to your school: The school has a specific programme to prepare students for responsible internet behaviour.
Apply to your school: The school has a specific policy about using social networks (e.g. [Facebook®]) in teaching and learning.
Apply to your school: The school has a specific programme to promote collaboration on the use of digital devices among teachers.
Apply to your school: The school has a scheduled time for teachers to meet to share, evaluate or develop instructional materials and approaches that employ digital devices.
Last school yr, how often has school staff: Invited parents or guardians to volunteer for school activities
Last school yr, how often has school staff: Initiated communications with parents or guardians about school programmes
Last school yr, how often has school staff: Initiated communications with parents or guardians about their child's progress
Last school yr, how often has school staff: Included parents or guardians in making school decisions
Last school yr, how often has school staff: Provided information to parents or guardians about how to help students with homework and other curriculum-related activities
Last school yr, how often has school staff: Provided information to parents or guardians about how to help students improve their skills in mathematics
Do teacher evals impact: A change in salary
Do teacher evals impact: A financial bonus or another kind of monetary reward
Do teacher evals impact: Opportunities for professional development activities
Do teacher evals impact: A change in the likelihood of career advancement
Do teacher evals impact: Public recognition from you
Do teacher evals impact: Changes in work responsibilities that make the job more attractive
Do teacher evals impact: A role in school development initiatives (e.g. curriculum development group, development of school objectives)
Use of math achievement data in your school: Mathematics achievement data are posted publicly (e.g. in the media)
Use of math achievement data in your school: Mathematics achievement data are tracked over time by an administrative authority
Use of math achievement data in your school: Mathematics achievement data are provided directly to parents or guardians
Occur in school's external evals: The results of external evaluation led to changes in school policies.
Occur in school's external evals: We used the data to plan specific action for school development.
Occur in school's external evals: We used the data to plan specific action for the improvement of teaching.
Occur in school's external evals: We put measures derived from the results of external evaluations into practice.
How often you/others in [school management team]: Collaborating with teachers to solve classroom discipline problems
How often you/others in [school management team]: Providing feedback to teachers based on observations of instruction in the classroom
How often you/others in [school management team]: Taking actions to support co-operation among teachers to develop new teaching practices
How often you/others in [school management team]: Taking actions to ensure that teachers take responsibility for improving their teaching skills
How often you/others in [school management team]: Taking actions to ensure that teachers feel responsible for their students' learning outcomes
How often you/others in [school management team]: Providing parents or guardians with information on the school and student performance
How often you/others in [school management team]: Working on a professional development plan for this school
At your school, who is responsible for: Appointing or hiring teachers
At your school, who is responsible for: Dismissing or suspending teachers from employment
At your school, who is responsible for: Establishing teachers' starting salaries, including setting pay scales
At your school, who is responsible for: Determining teachers' salary increases
At your school, who is responsible for: Formulating the school budget
At your school, who is responsible for: Deciding on budget allocations
At your school, who is responsible for: Establishing student disciplinary policies and procedures
At your school, who is responsible for: Establishing student assessment policies, including [national/regional] assessments
At your school, who is responsible for: Approving students for admission to the school
At your school, who is responsible for: Choosing which learning materials are used
At your school, who is responsible for: Determining course content, including [national/regional] curricula
At your school, who is responsible for: Deciding which courses are offered
To what extent do you agree or disagree with the following statements? Creativity stays consistent across your lifetime.
To what extent do you agree or disagree with the following statements? Creativity can only be expressed through the arts (e.g. drawing, music, writing).
To what extent do you agree or disagree with the following statements? There are many different ways to be creative.
To what extent do you agree or disagree with the following statements? It is possible to be creative in nearly any subject.
Agree/disagree: Creativity can be trained.
Agree/disagree: People can be creative if they keep trying.
Agree/disagree: Teachers in our school give students enough time to come up with creative solutions on assignments.
Agree/disagree: Teachers in our school value students' creativity.
Agree/disagree: Class activities in our school help students think about new ways to solve complex tasks.
Agree/disagree: Mathematics assignments at our school require students to come up with different solutions for a complex task.
Agree/disagree: Teachers in our school encourage students to come up with original answers.
Agree/disagree: At our school, students are given a chance to express their ideas.
Is this offered at your school, and how often offered: Art classes/activities (e.g. painting, drawing)
Is this offered at your school, and how often offered: Creative writing classes/activities
Is this offered at your school, and how often offered: Music classes/activities (e.g. chorus, band)
Is this offered at your school, and how often offered: Debate [club]
Is this offered at your school, and how often offered: Dramatics, theatre class/activities
Is this offered at your school, and how often offered: Publications (e.g. newspaper, [yearbooks], literary magazine)
Is this offered at your school, and how often offered: Science [club]
Is this offered at your school, and how often offered: Computer programming classes/activities
Agree/disagree: Most students at my school are creative.
Agree/disagree: Most students at my school enjoy doing creative projects.
Agree/disagree: Most students at my school perform well when given the freedom to be creative.
Agree/disagree: Most students at my school enjoy work that is challenging.
Agree/disagree: Most students at my school enjoy learning new things.
Agree/disagree: Most students at my school perform well when given complex problems to solve.
Agree/disagree: Most students at my school are artistic.
Agree/disagree: Most students at my school are imaginative.
Agree/disagree: Most students at my school are able to think of many new ideas.
Have you: I have spoken to teachers at my school about the importance of the PISA test.
Have you: I have spoken to parents or guardians about the importance of the PISA test.
Have you: I have encouraged the students at my school to do their best during the PISA test.
Which statements best describe the situation for [national modal grade for 15-year-olds] students at your school?
Percentage [15-year-old modal grade] students who: Students whose [heritage language] is different from [test language]
Percentage [15-year-old modal grade] students who: Students with special learning needs
Percentage [15-year-old modal grade] students who: Students from socioeconomically disadvantaged homes
Percentage [15-year-old modal grade] students who: Students who are immigrants (not including refugees)
Percentage [15-year-old modal grade] students who: Students who have parents who have immigrated
Percentage [15-year-old modal grade] students who: Students who are refugees
Study help for [national modal grade for 15-year-olds] students: Room(s) where the students can do their homework
Study help for [national modal grade for 15-year-olds] students: Staff help with homework
Study help for [national modal grade for 15-year-olds] students: Peer-to-peer tutoring
In last 3 yrs, how many school days was school closed due to: Number of school days closed because of COVID-19:
In last 3 yrs, how many school days was school closed due to: Number of school days closed for another reason (e.g. a natural disaster, strikes or demonstrations, air pollution):
During COVID closures, instruction organized: Classes were taught remotely using digital devices.
During COVID closures, instruction organized: Students were asked to complete classes on their own based on materials distributed to them.
During COVID closures, instruction organized: Classes were cancelled and not replaced by remote instruction.
During COVID closures, did school offer students: Paper textbooks, workbooks, or worksheets
During COVID closures, did school offer students: Digital textbooks, workbooks, or worksheets
During COVID closures, did school offer students: Real-time lessons by a teacher from my school on a video communication program (e.g. [ZoomTM], [SkypeTM], [Google® MeetTM], [Microsoft® Teams])
During COVID closures, did school offer students: Recorded lessons or other digital material created by teachers from my school
During COVID closures, did school offer students: Recorded lessons or other digital material created by others outside of school
During COVID closures, did school offer students: Additional instructional resources for students with special learning needs
During COVID closures, did school offer students: Additional instructional resources for students whose [heritage language] is different from [test language]
During COVID closures, did school offer students: Lessons broadcast over television or radio
During COVID closures, remote instruction hindered by: Lack of access to digital devices among students
During COVID closures, remote instruction hindered by: Lack of access to digital devices among teachers
During COVID closures, remote instruction hindered by: Lack of access to the Internet among students
During COVID closures, remote instruction hindered by: Lack of access to the Internet among teachers
During COVID closures, remote instruction hindered by: Lack of learning management systems or school learning platforms (e.g. [Blackboard®], [Edmodo®], [Moodle®], [Google® Classroom™])
During COVID closures, remote instruction hindered by: Lack of educational materials for distance learning (e.g. textbooks, workbooks, worksheets, instructional videos)
During COVID closures, remote instruction hindered by: Difficulty getting in touch with students while school buildings were closed
During COVID closures, remote instruction hindered by: Shortage of teachers available to provide remote instruction
During COVID closures, remote instruction hindered by: Lack of experience in providing remote instruction among teachers
During COVID closures, were teachers asked to: Communicate with students through written notes or letters
During COVID closures, were teachers asked to: Communicate with students through email
During COVID closures, were teachers asked to: Conduct virtual office hours or meetings with students
During COVID closures, were teachers asked to: Answer students' questions over the phone
During COVID closures, were teachers asked to: Initiate calls to students (e.g. phone, Skype™)
During COVID closures, were teachers asked to: Ask parents or guardians for their help with their child's distance learning
During COVID closures, were teachers asked to: Initiate communications (e.g. email, phone, [SkypeTM]) with parents or guardians about their child's progress
During COVID closures, were teachers asked to: Provide information to parents or guardians about how to help their child with school work
During COVID closures, were teachers asked to: Keep track of students' completion of distance learning assignments
During COVID closures, did the school keep track of students' attendance in distance learning activities?
During COVID closures, approximately what percentage of students attended distance learning activities in a typical week?
During COVID closures, approximately what percentage of students did not attend any distance learning activities?
During COVID closures, resources for teachers' remote instruction: Regular meetings with other teachers and staff
During COVID closures, resources for teachers' remote instruction: Online platforms and tools for self-directed or collaborative learning (e.g. online forums, discussion boards, professional communities)
During COVID closures, resources for teachers' remote instruction: Tools that help teachers develop remote instruction plans (e.g. digital lesson planners, compiled resources and guides offered by organisations)
During COVID closures, resources for teachers' remote instruction: Professional development activities focused on how to provide remote instruction
During COVID closures, extent you felt these groups supported your school: A national educational authority
During COVID closures, extent you felt these groups supported your school: A regional educational authority
During COVID closures, extent you felt these groups supported your school: A local educational authority
During COVID closures, extent you felt these groups supported your school: Students' parents or guardians
During COVID closures, extent you felt these groups supported your school: Private donors
School prepare by? Training teaching staff on the use of video communication programs (e.g. Zoom™, Skype™, Google® Meet™, Microsoft® Teams) for remote instruction
School prepare by? Training students on the use of video communication programs (e.g. Zoom™, Skype™, Google® Meet™, Microsoft® Teams) for remote instruction
School prepare by? Preparing digital material for remote instruction (e.g. reorganising existing resources, designing new resources)
School prepare by? Preparing paper-based material for remote instruction (e.g. reorganising existing resources, designing new resources)
School prepare by? Adapting existing curriculum plans for remote instruction (e.g. modifying course requirements, sequence of lessons, grading policies)
School prepare by? Preparing digital materials for assessing student learning via online assessment (e.g. quizzes, tests)
School prepare by? Compiling instructional resources for parents or guardians to support their child's learning outside the school
School prepare by? Ensuring that students have access to digital devices for remote instruction
School prepare by? Ensuring that teaching staff have access to digital resources for remote instruction
School prepare by? Preparing a plan for transitioning students and teachers from classroom-based instruction to remote instruction
How prepared is your school to provide remote instruction if closed to students for an extended period in the future?
In your school, are questionnaires or other self-assessments used to measure social and emotional skills of students in 9th grade?
In your school, are results from social and emotional skills assessments used in the following ways? Results are tracked over time by an administrative authority
In your school, are results from social and emotional skills assessments used in the following ways? Results are provided directly to parents or guardians
In your school, are results from social and emotional skills assessments used in the following ways? Results are used to identify aspects of instruction or the curriculum that could be improved
Ausserunterrichtlichen Angebote: Hausaufgabenbetreuung
Ausserunterrichtlichen Angebote: Aufgabenbezogene Lernzeiten
Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Deutsch
Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Mathematik
Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Physik
Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Chemie
Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Biologie
Zusatzunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Deutsch
Zusatzunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Mathematik
Zusatzunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Physik
Zusatzunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Chemie
Zusatzunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Biologie
Foerderangebote in Deutsch fuer Schueler*innen mit nichtdeutscher Muttersprache
weitere Angebote im Bereich Deutsch/ Literatur/ Lesen
weitere Angebote im Bereich Mathematik
weitere Angebote im Bereich Naturwissenschaften (Physik, Chemie, Biologie)
muttersprachlicher Unterricht fuer Schueler*innen mit nichtdeutscher Muttersprache
Angebote im Sport
Angebote im sozialen Bereich (z.B. soziales Lernen)
Angebote zur Verbesserung der Lern- und Arbeitstechniken
Zusammenhang mit Covid-Pandemie: Ausserunterrichtlichen Angebote: Hausaufgabenbetreuung
Zusammenhang mit Covid-Pandemie: Ausserunterrichtlichen Angebote: Aufgabenbezogene Lernzeiten
Zusammenhang mit Covid-Pandemie: Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Deutsch
Zusammenhang mit Covid-Pandemie: Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Mathematik
Zusammenhang mit Covid-Pandemie: Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Physik
Zusammenhang mit Covid-Pandemie: Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Chemie
Zusammenhang mit Covid-Pandemie: Foerderunterricht fuer Schueler*innen mit Schwierigkeiten im Fach Biologie
Zusammenhang mit Covid-Pandemie: Zusatzunterricht fuer leistungsstarke Schueler*innen im Fach Deutsch
Zusammenhang mit Covid-Pandemie: Zusatzunterricht fuer leistungsstarke Schueler*innen im Fach Mathematik
Zusammenhang mit Covid-Pandemie: Zusatzunterricht fuer leistungsstarke Schueler*innen im Fach Physik
Zusammenhang mit Covid-Pandemie: Zusatzunterricht fuer leistungsstarke Schueler*innen im Fach Chemie
Zusammenhang mit Covid-Pandemie: Zusatzunterricht fuer leistungsstarke Schueler*innen im Fach Biologie
Zusammenhang mit Covid-Pandemie: Foerderangebote in Deutsch fuer Schueler*innen mit nichtdeutscher Muttersprache
Zusammenhang mit Covid-Pandemie: weitere Angebote im Bereich Deutsch/ Literatur/ Lesen
Zusammenhang mit Covid-Pandemie: weitere Angebote im Bereich Mathematik
Zusammenhang mit Covid-Pandemie: weitere Angebote im Bereich Naturwissenschaften (Physik, Chemie, Biologie)
Zusammenhang mit Covid-Pandemie: muttersprachlicher Unterricht fuer Schueler*innen mit nichtdeutscher Muttersprache
Zusammenhang mit Covid-Pandemie: Angebote im Sport
Zusammenhang mit Covid-Pandemie: Angebote im sozialen Bereich (z.B. soziales Lernen)
Zusammenhang mit Covid-Pandemie: Angebote zur Verbesserung der Lern- und Arbeitstechniken
Zusaetzlichen Foerdermassnahmen: Tutorenprogramme (Schueler helfen Schuelern)
Zusaetzlichen Foerdermassnahmen: Lernen in Kleingruppen
Zusaetzlichen Foerdermassnahmen: (Digitale) Nachhilfe (z. B. auch in Kooperation mit externen Organisationen)
Zusaetzlichen Foerdermassnahmen: Feedback zu Lernrueckstaenden durch Lernstandanalysen
Zusaetzlichen Foerdermassnahmen: Individuelle Foerderung im Regelunterricht
Zusaetzlichen Foerdermassnahmen: Ausgabe von Bildungsgutscheinen / Nachhilfegutscheine
Zusaetzlichen Foerdermassnahmen: Angebote zur Foerderung der Gesundheit
Zusaetzlichen Foerdermassnahmen: Vorbereitung auf Abschlusspruefungen
Zusaetzlichen Foerdermassnahmen: Angebote zur Ermoeglichung von Selbstwirksamkeitserfahrungen
Zusaetzlichen Foerdermassnahmen: Angebote aus den Bereichen berufliche Orientierung und individuelle Bildungsplanung
Zusaetzlichen Foerdermassnahmen: Angebote aus dem Bereich Zukunftskompetenzen (z. B. Digitalisierung, Verbraucherbildung, Bildung fuer nachhaltige Entwicklung)
Tutorenprogramme (Schueler helfen Schuelern)/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Tutorenprogramme (Schueler helfen Schuelern)/Durchfuehrung in Abstimmung mit den Lehrkraeften
Lernen in Kleingruppen/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Lernen in Kleingruppen/Durchfuehrung in Abstimmung mit den Lehrkraeften
(Digitale) Nachhilfe (z. B. auch in Kooperation mit externen Organisationen)/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
(Digitale) Nachhilfe (z. B. auch in Kooperation mit externen Organisationen)/Durchfuehrung in Abstimmung mit den Lehrkraeften
Feedback zu Lernrueckstaenden durch Lernstandanalysen/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Feedback zu Lernrueckstaenden durch Lernstandanalysen/Durchfuehrung in Abstimmung mit den Lehrkraeften
Individuelle Foerderung im Regelunterricht/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Individuelle Foerderung im Regelunterricht/Durchfuehrung in Abstimmung mit den Lehrkraeften
Ausgabe von Bildungsgutscheinen / Nachhilfegutscheine/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Ausgabe von Bildungsgutscheinen / Nachhilfegutscheine/Durchfuehrung in Abstimmung mit den Lehrkraeften
Angebote zur Foerderung der Gesundheit/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Angebote zur Foerderung der Gesundheit/Durchfuehrung in Abstimmung mit den Lehrkraeften
Vorbereitung auf Abschlusspruefungen/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Vorbereitung auf Abschlusspruefungen/Durchfuehrung in Abstimmung mit den Lehrkraeften
Angebote zur Ermoeglichung von Selbstwirksamkeitserfahrungen/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Angebote zur Ermoeglichung von Selbstwirksamkeitserfahrungen/Durchfuehrung in Abstimmung mit den Lehrkraeften
Angebote aus den Bereichen berufliche Orientierung und individuelle Bildungsplanung/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Angebote aus den Bereichen berufliche Orientierung und individuelle Bildungsplanung/Durchfuehrung in Abstimmung mit den Lehrkraeften
Angebote aus dem Bereich Zukunftskompetenzen (z. B. Digitalisierung, Verbraucherbildung, Bildung fuer nachhaltige Entwicklung)/Finanzierung durch Mittel aus dem Corona-Aufholprogramm des Bundes
Angebote aus dem Bereich Zukunftskompetenzen (z. B. Digitalisierung, Verbraucherbildung, Bildung fuer nachhaltige Entwicklung)/Durchfuehrung in Abstimmung mit den Lehrkraeften
Ich kann/konnte im aktuellen Schuljahr zusaetzliche Lehrkraefte einsetzen.
Ich kann/konnte im aktuellen Schuljahr zusaetzliche Lehramtsstudierende einsetzen.
Ich kann/konnte im aktuellen Schuljahr zusaetzliche Sonderpaedagog*innen einsetzen.
Ich kann/konnte im aktuellen Schuljahr zusaetzliche Erzieher*innen einsetzen.
Ich kann/konnte im aktuellen Schuljahr zusaetzliche Sozialarbeiter*innen und/oder Sozialpaedagog*innen einsetzen.
Ich kann/konnte im aktuellen Schuljahr anderes zusaetzliches Personal einsetzen (z. B. Personen im FSJ).
Durch Mittel aus dem Corona-Aufholprogramm des Bundes konnten zusaetzliche Lehrkraefte eingesetzt werden.
Durch Mittel aus dem Corona-Aufholprogramm des Bundes konnten zusaetzliche Lehramtsstudierende eingesetzt werden.
Durch Mittel aus dem Corona-Aufholprogramm des Bundes konnten zusaetzliche Sonderpaedagog*innen eingesetzt werden.
Durch Mittel aus dem Corona-Aufholprogramm des Bundes konnten zusaetzliche Erzieher*innen eingesetzt werden.
Durch Mittel aus dem Corona-Aufholprogramm des Bundes konnten zusaetzliche Sozialarbeiter*innen und/oder Sozialpaedagog*innen eingesetzt werden.
Durch Mittel aus dem Corona-Aufholprogramm des Bundes konnte anderes zusaetzliches Personal eingesetzt werden (z. B. Personen im FSJ).
Moegliche laengerfristige Auswirkungen der Pandemiesituation seit dem Fruehjahr 2020: Lernrueckstaende
Moegliche laengerfristige Auswirkungen der Pandemiesituation seit dem Fruehjahr 2020: Psychosoziale Auffaelligkeiten
Fortbildungsbedarf der Lehrkraefte: Kenntnisse und Verstaendnis ihres Fachbereichs/ihrer Fachbereiche
Fortbildungsbedarf der Lehrkraefte: Paedagogische Kompetenz beim Unterrichten ihres Fachbereichs/ ihrer Fachbereiche
Fortbildungsbedarf der Lehrkraefte: Fortbildungsbedarf der Lehrkraefte: Wissen ueber den Lehrplan
Fortbildungsbedarf der Lehrkraefte: Methoden der Schuelerbewertung
Fortbildungsbedarf der Lehrkraefte: Fertigkeiten im Bereich von Informations- und Kommunikationstechnologien fuer die Lehrtaetigkeit
Fortbildungsbedarf der Lehrkraefte: Schuelerverhalten und Klassenfuehrung
Fortbildungsbedarf der Lehrkraefte: Ansaetze fuer individualisiertes Lernen
Fortbildungsbedarf der Lehrkraefte: Unterrichten von Schuelerinnen und Schuelern mit besonderem Foerderbedarf
Fortbildungsbedarf der Lehrkraefte: Unterrichten in einem multikulturellen oder multilingualen Umfeld
Fortbildungsbedarf der Lehrkraefte: Unterrichten von lehrplanuebergreifenden Fertigkeiten (z. B. Problemloesung, Lernen lernen)
Fortbildungsbedarf der Lehrkraefte: Interne Evaluation oder Selbstevaluation von Schulen
Fortbildungsbedarf der Lehrkraefte: Verwertung von Evaluationsergebnissen
Fortbildungsbedarf der Lehrkraefte: Zusammenarbeit zwischen Lehrkraeften und Eltern bzw. erwachsenen Bezugspersonen
Fortbildungsbedarf der Lehrkraefte: Unterrichten von Zweitsprachen
Fortbildungsbedarf der Lehrkraefte: Unterrichten von Gerechtigkeit und Vielfalt
Fortbildungsbedarf der Lehrkraefte: Distanzlernen / Distanzunterricht gestalten
Fortbildungsbedarf der Lehrkraefte: Ein Lern-Management-System, digitale Lerntools oder eine Lernplattform der Schule nutzen
Fortbildungsbedarf der Lehrkraefte: Ein Videokommunikationsprogramm nutzen
Fortbildungsbedarf der Lehrkraefte: Umgang mit Schuelerinnen und Schuelern mit psycho-sozialen Auffaelligkeiten
Sie kommunizieren mit Schuelerinnen und Schuelern ueber schriftliche Notizen oder Briefe
Sie kommunizieren mit Schuelerinnen und Schuelern ueber E-Mail
Sie bieten Schuelerinnen und Schuelern virtuelle Buerozeiten oder Besprechungen an
Sie beantworten Schuelerinnen und Schuelern telefonisch Fragen
Sie initiieren Anrufe bei Schuelerinnen und Schuelern (z. B. Telefon, Skype™)
Sie bitten Eltern oder erwachsene Bezugspersonen beim Distanzunterricht ihres Kindes zu helfen
Sie initiieren Gespraeche mit Eltern oder erwachsenen Bezugspersonen ueber die Fortschritte ihres Kindes (z. B. E-Mail, Telefon, Skype™)
Sie stellen Eltern oder erwachsenen Bezugspersonen Informationen darueber zur Verfuegung, wie sie ihrem Kind bei den Schulaufgaben helfen koennen
Sie ueberpruefen die Erledigung von Aufgaben, die den Schuelerinnen und Schuelern im Distanzunterricht gegeben werden
Regelmaessige Besprechungen mit anderen Lehrkraeften und Schulpersonal
Online-Plattformen und Tools fuer selbstgesteuertes oder kollaboratives Lernen (z. B. Online-Foren, Diskussionsforen, Fachgemeinschaften)
Tools, die Lehrkraeften bei der Gestaltung von Distanzunterrichtsplaenen helfen (z. B digitale Unterrichtsplaner, von Organisationen zusammengestellte Ressourcen und Leitfaeden)
Berufliche Weiterbildungen, die darauf fokussieren, wie Distanzunterricht gehalten wird
Anzahl ausgewaehlter Optionen oder Code fuer Ausweichoption (falls < 0)
Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben/Sommerferien 2021
Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben/Herbstferien/ Allerheiligen-ferien 2021
Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben/Weihnachtsferien 2021/22
Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben/Winterferien
Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben/Osterferien 2022
Angebote zu Fremdsprachen, z. B. Englisch/Sommerferien 2021
Angebote zu Fremdsprachen, z. B. Englisch/Herbstferien/ Allerheiligen-ferien 2021
Angebote zu Fremdsprachen, z. B. Englisch/Weihnachtsferien 2021/22
Angebote zu Fremdsprachen, z. B. Englisch/Winterferien
Angebote zu Fremdsprachen, z. B. Englisch/Osterferien 2022
Angebote zur Mathematik/Sommerferien 2021
Angebote zur Mathematik/Herbstferien/ Allerheiligen-ferien 2021
Angebote zur Mathematik/Weihnachtsferien 2021/22
Angebote zur Mathematik/Winterferien
Angebote zur Mathematik/Osterferien 2022
Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)/Sommerferien 2021
Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)/Herbstferien/ Allerheiligen-ferien 2021
Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)/Weihnachtsferien 2021/22
Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)/Winterferien
Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)/Osterferien 2022
Angebote im Sport/Sommerferien 2021
Angebote im Sport/Herbstferien/ Allerheiligen-ferien 2021
Angebote im Sport/Weihnachtsferien 2021/22
Angebote im Sport/Winterferien
Angebote im Sport/Osterferien 2022
Schulische Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben
Schulische Angebote zu Fremdsprachen, z. B. Englisch
Schulische Angebote zur Mathematik
Schulische Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)
Schulische Angebote im Sport
Ausserschulische Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben
Ausserschulische Angebote zu Fremdsprachen, z. B. Englisch
Ausserschulische Angebote zur Mathematik
Ausserschulische Angebote zu Naturwissenschaften (Physik, Chemie, Biologie)
Ausserschulische Angebote im Sport
Mathe: durch die Schulbehoerde/den Schultraeger vorgeschriebene Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/vor den Sommerferien 2021
Mathe: durch die Schulbehoerde/den Schultraeger vorgeschriebene Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/zu Beginn des aktuellen Schuljahres
Mathe: anderes durch die Schulbehoerde/den Schultraeger vorgeschriebenes standardisiertes Verfahren zur Leistungsueberpruefung/vor den Sommerferien 2021
Mathe: anderes durch die Schulbehoerde/den Schultraeger vorgeschriebenes standardisiertes Verfahren zur Leistungsueberpruefung/zu Beginn des aktuellen Schuljahres
Mathe: freiwillige Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/vor den Sommerferien 2021
Mathe: freiwillige Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/zu Beginn des aktuellen Schuljahres
Mathe: anderes selbst ausgewaehltes standardisiertes Verfahren zur Leistungsueberpruefung/vor den Sommerferien 2021
Mathe: anderes selbst ausgewaehltes standardisiertes Verfahren zur Leistungsueberpruefung/zu Beginn des aktuellen Schuljahres
Mathe: schulintern entwickeltes Verfahren zur Leistungsueberpruefung/vor den Sommerferien 2021
Mathe: schulintern entwickeltes Verfahren zur Leistungsueberpruefung/zu Beginn des aktuellen Schuljahres
Deutsch: durch die Schulbehoerde/den Schultraeger vorgeschriebene Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/vor den Sommerferien 2021
Deutsch: durch die Schulbehoerde/den Schultraeger vorgeschriebene Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/zu Beginn des aktuellen Schuljahres
Deutsch: anderes durch die Schulbehoerde/den Schultraeger vorgeschriebenes standardisiertes Verfahren zur Leistungsueberpruefung/vor den Sommerferien 2021
Deutsch: anderes durch die Schulbehoerde/den Schultraeger vorgeschriebenes standardisiertes Verfahren zur Leistungsueberpruefung/zu Beginn des aktuellen Schuljahres
Deutsch: freiwillige Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/vor den Sommerferien 2021
Deutsch: freiwillige Durchfuehrung der landesweit angebotenen Lernstandserhebungen/ Kompetenztests/Vergleichsarbeiten (VERA-8)/zu Beginn des aktuellen Schuljahres
Deutsch: anderes selbst ausgewaehltes standardisiertes Verfahren zur Leistungsueberpruefung/vor den Sommerferien 2021
Deutsch: anderes selbst ausgewaehltes standardisiertes Verfahren zur Leistungsueberpruefung/zu Beginn des aktuellen Schuljahres
Deutsch: schulintern entwickeltes Verfahren zur Leistungsueberpruefung/vor den Sommerferien 2021
Deutsch: schulintern entwickeltes Verfahren zur Leistungsueberpruefung/zu Beginn des aktuellen Schuljahres