Vergleichbarkeit in der Vielfalt

The author examines subject-specific examination tasks in the central high school diploma with regard to the diversity of expectation horizons and assessment guidelines. The central question is: What factors influence the comparability of the results? To address this, the author develops a concept for analyzing task construction and assessment procedures, demonstrating not only the specific implementation problems associated with examination tasks but also how the framework conditions regarding task culture and high school diploma preparation should be changed.