PISA coaching quasi-experiment (Hauptschule and Gymnasium, reading and mathematics)¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

A pre-/posttest quasi-experimental study in which "Coaching and pretest effects were studied for each content domain separately" on the PISA reading and mathematics assessments. Samples were drawn from German Hauptschule and Gymnasium schools to examine differential effects of academic tracks. The key result was that only combined pretesting and coaching showed substantial positive effects on performance.

Design Implications¶

Context¶

Requirements¶

A pre-/posttest design with coaching and pretest administrations to compare combined and separate effects

Constraints¶

Low-stakes testing context: the test had no personal relevance for the students taking it

Target Learners¶

Secondary students in German Hauptschule and Gymnasium tracks

Learning Goals¶

Reading and mathematics performance as measured by the PISA assessments

Claims¶

Examples¶

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Key Sources¶

Brunner, M.; Artelt, C.; Krauss, Stefan; Baumert, J. (2007). Coaching for the PISA test. Learning and Instruction 17 (2), S. 111-122. https://doi.org/10.1016/j.learninstruc.2007.01.002

Page metadata

Field	Value
`type`	`design`
`id`	`pisa-coaching-quasi-experiment-2007`
`title`	`PISA coaching quasi-experiment (Hauptschule and Gymnasium, reading and mathematics)`
`description`	`A pre-/posttest quasi-experimental study in which "Coaching and pretest effects were studied for each content domain separately" on the PISA reading and mathematics assessments.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-22`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `brunner-2007`

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