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<p>Learning and performance tasks are core elements of mathematics and science teaching and key to implementing educational standards and multidimensional educational goals. This article analyses <i>N</i> = 5877 tasks from the PISA-Ceco study with regard to their orientation towards educational standards (content knowledge, subject-specific methods, communication, reflection) and their motivational potential (e.g., internal differentiation, real-life context, autonomy and competence support). Using multilevel models, we examine differences by task type (learning vs. performance), subject (mathematics vs. science) and school track (academic vs. non-academic). Results show that performance tasks mainly focus on content knowledge and subject-specific methods, whereas learning tasks more often address communicative and reflective demands and show higher motivational potential. Subject- and track-specific patterns point to distinct task cultures. The findings document how standards are realized in classroom tasks and provide implications for standard- and motivation-oriented task design that supports multidimensional educational goals.</p>

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Lern- und Leistungsaufgaben im mathematisch-naturwissenschaftlichen Unterricht: Eine Analyse der Orientierung an Bildungsstandards und des motivationalen Potenzials im Fach- und Schulartvergleich

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Anja Schiepe-Tiska,
  • Anna Heinle,
  • Pia Todtenhöfer,
  • Frank Reinhold,
  • Knut Neumann,
  • Kristina Reiss

摘要

Learning and performance tasks are core elements of mathematics and science teaching and key to implementing educational standards and multidimensional educational goals. This article analyses N = 5877 tasks from the PISA-Ceco study with regard to their orientation towards educational standards (content knowledge, subject-specific methods, communication, reflection) and their motivational potential (e.g., internal differentiation, real-life context, autonomy and competence support). Using multilevel models, we examine differences by task type (learning vs. performance), subject (mathematics vs. science) and school track (academic vs. non-academic). Results show that performance tasks mainly focus on content knowledge and subject-specific methods, whereas learning tasks more often address communicative and reflective demands and show higher motivational potential. Subject- and track-specific patterns point to distinct task cultures. The findings document how standards are realized in classroom tasks and provide implications for standard- and motivation-oriented task design that supports multidimensional educational goals.