Modelling competence(s) in written comparison tests

Abstract

The present study investigates the extent to which tasks in written comparison tests for Year 8 students in Germany (VERA-8) meet established quality criteria for modelling tasks. Furthermore, it examines whether these tasks are suitable for assessing modelling competence in a theory-based manner, drawing on atomistic and holistic approaches to conceptualising modelling competence. The findings indicate that VERA-8 tasks do not fully meet the established quality criteria for modelling tasks, such as authenticity and openness. Nevertheless, the assessment of modelling competence based on atomistic and holistic approaches is, in principle, a feasible undertaking.