Curriculare Analysen als Baustein der Assessmentkonstruktion

To be able to comprehend the often-controversial debates about the economic impact of political measures, a basic understanding of economics is required. The development of economic literacy is therefore an important building block for the participation of individuals in society. So far, the description and assessment of the economic competences of students is mostly related to the upper secondary level and focuses on scientific content. This paper aims to show how assessment construction in low-structured domains can benefit from analyses of the curricular intended subject content and the cognitive processes involved in task construction as well as curricular validation. Based on the project-specific definition of competencies and the analysis of the economic domain, a deductive category system was developed to comparatively analyze curricula of economic education from ten different German states. This shows high interrater reliability across curricula (0.60 ≤ κ ≤ 0.90). The results of the analysis indicate differences concerning both the subject content to be taught and the intended cognitive processes of learning. The fit between the test instrument and curricula is high across all curricula studied (P = 0.820). The results may provide valuable information for better alignment and development of assessments related to curricular requirements.