Vergleichbarkeit von Abiturleistungen

Abstract

This article examines differences in the mathematics and English proficiency of academic-track students in Baden-Württemberg (N = 3526) and Hamburg (N = 3734), investigating whether and to what extent these differences are reflected in the Abitur grades the students are awarded. The article also examines the extent to which scores in centrally conducted examinations provide better comparability than do coursework grades. Multilevel analyses predicting coursework grades in mathematics revealed clear between-state differences, with students in Hamburg being awarded higher mathematics grades than comparably able students in Baden-Württemberg. These differences are partly attributable to frame of reference effects and their impact on teachers’ grading practices. No corresponding between-state differences were found for English. Mathematics examination scores provided a much better measure of student achievement than mathematics coursework grades. The findings are discussed in terms of meritocratic access to sought-after university and training places.