The federal states always announce the test dates well in advance on the websites of their responsible ministries and state institutes.

Please note: Practicing for the tests is not useful and, above all, not necessary, as the comparative tests are not used for ranking or grading purposes. The results feedback provides teachers with information on the performance level of their classes with regard to the goal of achieving the educational standards at the end of the fourth grade. Short-term practice distorts the picture and only leads to a higher level of competence in the short term, but prevents the clarification of specific deficits. Preparing for VERA with the materials we offer is completely sufficient.

The VERA project pursues various objectives, for which you can find more detailed information by clicking on one of the following links:

1. school and teaching development

The comparative tests are intended to provide subject-specific, didactic and pedagogical-psychological impulses for school and lesson development. Active participation in the implementation and evaluation should stimulate internal school cooperation and discussion about, for example, standards, lesson design or assessment practice.

2. stocktaking: standard assurance and development

The comparative tests are based on the requirements of the educational standards for primary schools, which are binding for all federal states. The feedback developed in the project allows for different perspectives of comparison.

• Content-based comparison: Comparing the performance of individual pupils on the basis of competence levels described in terms of content enables orientation towards the educational standards as well as the curricula, framework plans and core curricula of elementary school.
• Reference group-oriented comparison: The comparative tests make it possible to determine the current situation by comparing the results of the classes with each other and with the respective state results.
• Fair comparison: By taking into account the school catchment area - i.e. the social context - classes can also compare themselves with a group of classes whose pupils are similar to their own class.
• An additional option is comparison over time: it is possible for parts of the comparative tests to be repeated in the course of the 4th grade as part of internal evaluation projects and linked to measures to diagnose the quality of teaching. In this way, the effect of targeted interventions within the school can be empirically tested. Tools for the observation-based recording of characteristics of teaching quality from the teachers' and pupils' point of view can be downloaded free of charge from the website of the teaching diagnosis project.

Fears are sometimes expressed that the comparative tests are used for school ranking, for which the procedure is not suitable.

3. professionalization: recording and improving diagnostic accuracy

Teachers are asked to estimate the solution frequencies for their own class in mathematics and in German in the reading section before the comparative tests are carried out. Comparing these predictions with the actual solution frequencies allows each teacher to examine their own diagnostic accuracy.

In 2010, the test booklets and scoring instructions were developed for the first time by the Institute for Quality Development in Education (IQB) in Berlin. A selection of the tasks from this year can be found here.

Groß Ophoff, J., Koch, U. & Hosenfeld, I. (in preparation). Evaluation of comparative tests in elementary school.

Koch, U. & Wagner, I. (in preparation). Results of the central sample surveys for VERA3.

2021

Wagner, I., Loesche, P. & Bißantz, S. (2021). Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing. European Journal of Psychology of Education. doi.org/10.1007/s10212-021-00532-6

Wagner, I. & Koch, U. (2021). Differences in teachers' VERA test preparation depending on their functional perception and acceptance of comparative tests. Unterrichtswissenschaft. doi.org/10.1007/s42010-021-00096-w

2019

Groß Ophoff, J., Koch, U. & Hosenfeld, I. (2019). Comparative tests in elementary school from 2004 to 2015: Trends in the acceptance of and engagement with feedback. In J. Zuber, H. Altrichter & M. Heinrich (Eds.) Educational standards between politics and everyday school life. Educational Governance vol. 42, pp. 205 - 228. Wiesbaden: Springer VS Verlag.

Wagner, I., Hosenfeld, I. & Zimmer-Müller, M. (2019). Comparative analysis of the relationships between acceptance, engagement with and use of results in comparative tests and school inspections. Psychology in Education and Teaching. doi.org/10.2378/peu2019.art22d

Loesche, P. M. (2019). Estimating the true extent of gender differences in scholastic achievement: A neural network approach. Intelligence, 77, 101398. doi.org/10.1016/j.intell.2019.101398

2016

Loesche, P. & Hosenfeld, I. (2016). Assessing fair comparisons using a feedback fit coefficient. In B. Groot-Wilken, K. Isaac & J.-P. Schräpler (Eds.), Social indices for schools. Backgrounds, methods and application (Contributions to school development, pp. 57-69). Münster: Waxmann.

2014

Zimmer-Müller, M., Hosenfeld, I. & Koch, U. (2014). Feedback after comparative assessments in primary and secondary schools. In H. Ditton & A. Müller (Eds.), Feedback and feedback: Theoretical foundations, empirical findings, practical fields of application (pp. 195-212). Münster: Waxmann.

2013

Groß Ophoff, J. (2013). Learning status surveys: Reflection and utilization (Educational psychology and developmental psychology, vol. 85). Münster: Waxmann.

Koch, U. (2013). Data evaluation skills of teachers. In: J. Hense, S. Rädiker, W. Böttcher & T. Widmer (Eds.), Research on evaluation. Conditions, processes, effects (pp. 21-41). Münster: Waxmann.

Zimmer-Müller, M. & Hosenfeld, I. (2013). Editorial. In M. Zimmer-Müller & I. Hosenfeld (Eds.) Ten years of comparative work: An interim assessment from different perspectives. Empirical Pedagogy, 27 (4) (special issue). S. 397-406.

Zimmer-Müller, M. & Hosenfeld, I. (Eds.). (2013). Ten years of comparative work: An interim assessment from different perspectives Empirische Pädagogik, 27 (4). (thematic issue). Landau: VEP.

2011

Koch, U. (2011). Do teachers understand feedback from comparative tests? Teachers' data literacy and the use of feedback from comparative tests. (Empirical educational science). Münster: Waxmann.

2010

Hosenfeld, I. / Zimmer-Müller, M. (2010): Comparative achievement studies. In: Jäger, R.S. / Nenniger, P. / Petillon, H. / Schwarz, B. / Wolf, B. (eds.): Empirische Pädagogik 1990 - 2010. Eine Bestandsaufnahme der Forschung in der Bundesrepublik Deutschland. Volume 1: Basic empirical pedagogical research. Verlag Empirische Pädagogik: Landau, pp. 89 - 118.

Isaac, K. (2010). Opportunities and limitations of comparative tests - On the internal use of data in schools. SchulVerwaltung NRW, 21 (7/8), 197-199.

Isaac, K. (2010). Diagnostic potential of comparative tests. In S. Kliemann (Ed.), Diagnostizieren und Fördern - Kompetenzen erkennen, unterstützen und erweitern. Examples and suggestions for grades 1 to 4 (pp. 59-65). Berlin: Cornelsen Verlag Scriptor.

Isaac, K., Hochweber, J. & Eichler, W. (2010). Differentiating modeling of task difficulty in the area of "examining language and language use". In B. Schwarz, P. Nenniger & R. S. Jäger (Eds.), Educational research - sustainable education. Contributions to the 5th DGfE Section Conference "Empirical Educational Research"/AEPFKBB in spring 2009. Landau: Verlag Empirische Pädagogik.

2009

Hosenfeld, I. / Zimmer-Müller, M. (2009): What VERA can tell teachers. In: Schule im Blickpunkt. Issue 6, pp. 8-10.

Metzeld, D., Isaac, K., Groß Ophoff, J., Speck-Hamdan, A. & Böhme, K. (2009). Why the effort is worth it - The contribution of comparative tests to competence-oriented teaching. Primary School Teaching, 56 (2), 4-8.

Groß Ophoff, J. & Speck-Hamdan, A. (2009). Determining and promoting reading competence with VERA. Grundschulunterricht Deutsch, 56 (2), 19-23.

Isaac, K., Metzeld, D. & Eichler, W. (2009). Conscious use of language - examining language and language use. Grundschulunterricht Deutsch, 56 (2), 28-31.

2008

Schrader, F.-W., Helmke, A., Groß Ophoff, J., Hosenfeld, A., Hosenfeld, I. & Koch, U. (2008). Comparing and promoting. Grundschulmagazin, 5, pp. 8-12.

Isaac, K. & Hosenfeld, I. (2008). Fair result feedback in comparative tests. In J. Ramseger & M. Wagener (Eds.), Inequality of opportunity in elementary school - Causes and ways out of the crisis (pp. 143-146). Wiesbaden: VS-Verlag für Sozialwissenschaften.

Zimmer-Mueller, M., Groß Ophoff, J., Hosenfeld, I., Helmke, A. (2008): Comparative work in elementary school: Why, why, why? In: Grundschulzeitschrift, 22nd vol., 215.216, July 2008, pp. 12-17.

Schrader, F.-W., Helmke, A. & Hosenfeld, I. (2008). Keyword: Competence development at primary school age. Journal of Educational Science, 11 (1), 7-29.

Hosenfeld, I., Koch, U., Groß Ophoff, J. & Scherthan, F. (2008). Project VERA: Results-oriented instructional development through Internet-based external evaluation? In A. Breiter, A. Lange & E. Stauke (Eds.), School information systems and data-supported decision-making processes. Bern, Berlin, Brussels, Frankfurt a.M., New York, Oxford, Vienna: Peter Lang Verlag.

Isaac, K., Eichler, W. & Hosenfeld, I. (2008). A model for predicting task difficulties in the competence area of language and language use. In B. Hofmann & R. Valtin (Eds.), Checkpoint Literacy - Proceedings 2 of the 15th European Reading Congress 2007 in Berlin (pp. 12-27). Berlin: German Society for Reading and Writing.

Thonke, F., Groß Ophoff, J., Hosenfeld, I. & Isaac, K. (2008). Criteria-based assessment of writing performance in the VERA project. In B. Hofmann & R. Valtin (Eds.), Checkpoint Literacy - Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin (pp. 28-35). Berlin: German Society for Reading and Writing.

Groß Ophoff, J., Isaac, K., Hosenfeld, I. & Eichler, W. (2008). Assessment of reading comprehension in the VERA project. In B. Hofmann & R. Valtin (Eds.), Checkpoint Literacy - Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin (pp. 36-51). Berlin: German Society for Reading and Writing.

2007

Hosenfeld, I. & Groß Ophoff, J. (Eds.). (2007). Use and benefits of evaluation studies in schools and teaching (Vol. 21 (4), special issue). Landau: Verlag Empirische Pädagogik.

Hosenfeld, I. & Groß Ophoff, J. (2007). Editorial. In I. Hosenfeld & J. Groß Ophoff (Eds.), Use and benefits of evaluation studies in schools and teaching (Vol. 21 (4), special issue). Landau: Verlag Empirische Pädagogik.

Groß Ophoff, J., Hosenfeld, I. & Koch, U. (2007). Forms of result reception and related school and lesson development. In I. Hosenfeld & J. Groß Ophoff (Eds.), Nutzung und Nutzen von Evaluationsstudien in Schule und Unterricht (Vol. 21 (4), Themenheft). Landau: Verlag Empirische Pädagogik.

Groß Ophoff, J., Mett, B., Koch, U. & Hosenfeld, I. (2007). Support services in connection with the comparative tests in Mecklenburg-Vorpommern. In P. Hanke & C. Möller (Eds.), Proceedings of the 15th Annual Conference of the DGfE Commission on Primary School Research and Primary School Pedagogy. Münster: Westphalian Wilhelms University.

2006

Groß Ophoff, J., Koch, U., Helmke, A. & Hosenfeld, I. (2006). Comparative tests in elementary school - and what they make of them. Journal for School Development, 10 Vol. 4/06, pp. 7-12.

Groß Ophoff, J., Koch, U., Hosenfeld, I., Helmke, A. (2006). Results feedback and its reception in the VERA project. In H. Kuper & J. Schneewind (Eds.) Feedback and reception of research results - On the use of scientific knowledge in the education system (pp. 19-40). Münster: Waxmann.

Groß Ophoff, J., Koch, U., Hosenfeld, I. &Helmke, A. (2006). The VERA project: From evaluation to school and classroom development! (Part 2). SchulVerwaltung, Hesse/Rhineland-Palatinate/Saarland edition, 6.

Hosenfeld, I., Groß Ophoff, J. & Bittins, P. (2006). Comparative assessments and school development. School Management Handbook, 25 (118).

Hosenfeld, I. & Schrader, F.-W. (Eds.). (2006). School performance. Foundations, conditions, perspectives. Münster / New York / Munich / Berlin: Waxmann.

Hosenfeld, I., Schrader, F.-W. & Helmke, T. (2006). From reception to feedback. Performance evaluation in the field of tension between system monitoring and school development. In I. Hosenfeld & F.-W. Schrader (Eds.) Schulische Leistungen. Foundations, conditions, perspectives (pp. 289-313). Münster: Waxmann.

Isaac, K., Halt, A. C., Hosenfeld, I., Helmke, A. & Groß Ophoff, J. (2006). VERA: Quality development and teacher professionalization through comparative tests. The German School, 98 (1), pp. 107-111.

Koch, U., Groß Ophoff, J., Hosenfeld, I., Helmke, A. (2006). From evaluation to school and lesson development - results of teacher surveys on the analysis of VERA feedback. In F. Eder, A. Gastager & F. Hofmann (Eds.) Quality through standards? Contributions to the 68th Conference of the Working Group on Empirical Educational Research (AEPF), Salzburg (pp. 187-199).

Koch, U., Groß Ophoff, J., Hosenfeld, I. & Helmke, A. (2006). The VERA project: From evaluation to school and classroom development? (Part 1). SchulVerwaltung, Hesse/Rhineland-Palatinate/Saarland edition, 5.

Schrader, F.-W., Helmke, A., Hosenfeld, I., Halt, A. C. & Hochweber, J. (2006). Components of teachers' diagnostic accuracy: Results from comparative tests. In F. Eder, A. Gastager & F. Hofmann (Eds.) Quality through standards? Contributions to the 67th AEPF conference in Salzburg (pp. 265-278). Münster: Waxmann.

2005

Bremerich-Vos, A., Groß Ophoff, J., Hosenfeld, I., Helmke, A. Wagner, S. (2005). Statement on the criticism of VERA in "Grundschule aktuell", issue 89. In H. Bartnitzky (ed.), Grundschule aktuell, issue 90 (pp. 3-6). Grundschulverband - Arbeitskreis Grundschule e.V.
supplement: "Stellungnahme zur Kritik an VERA in "Grundschule aktuell", Heft 89" (long version)

Helmke, A. & Hosenfeld, I. (2005). Standards-based teaching evaluation. In G. Brägger, B. Bucher & N. Landwehr (Eds.), Key questions on external school evaluation (pp. 127-151). Bern: h.e.p. publishing house.

Helmke, A. & Hosenfeld, I. (2005). Performance measurement in elementary school: Preparation and use of comparative tests. Der Klexer, 14, pp. 3-5.

Hosenfeld, I. (2005). Reception - reflection - action. How can learning assessments and comparative work be used pedagogically? In G. Becker, A. Bremerich-Vos, M. Demmer, K. Maag Merki, B. Priebe, K. Schwippert, L. Stäudel & K. J. Tillmann (Eds.), Standards. Unterrichten zwischen Kompetenzen, zentralen Prüfungen und Vergleichsarbeiten (Friedrich Jahresheft XXIII 2005, pp. 112-114). Seelze: Erhard Friedrich GmbH.

Hosenfeld, I. (2005). Educational standards put to the test. schulmanagement, 5, pp. 8-10.

Schrader, F.-W. & Helmke, A. (2005). Checked assumptions. Training the diagnostic ability of teachers through the use of comparative tests. In G. Becker, A. Bremerich-Vos, M. Demmer, K. Maag Merki, B. Priebe, K. Schwippert, L. Stäudel & K. J. Tillmann (Eds.), Standards. Unterrichten zwischen Kompetenzen, zentralen Prüfungen und Vergleichsarbeiten (Friedrich Jahresheft XXIII 2005, pp. 120-121). Seelze: Erhard Friedrich GmbH.

2004

Helmke, A. (2004). From evaluation to innovation: Pedagogical utilization of comparative tests in elementary school. The Seminar, 2, pp. 90-112.

Helmke, A. (2004). Teaching quality - recording, evaluating, improving. 3rd edition. Seelze: Kallmeyersche Verlagsbuchhandlung.

Helmke, A. & Hosenfeld, I. (2004). Comparative work - competence models - standards. In M. Wosnitza, A. Frey & R. S. Jäger (Eds.), Lernprozesse, Lernumgebungen und Lerndiagnostik. Scientific contributions to learning in the 21st century (pp. 56-75). Landau: Verlag Empirische Pädagogik.

Helmke, A. & Hosenfeld, I. (2004). Educational standards and teaching quality. Pedagogical Leadership, 4, pp. 173-176.

Helmke, A., Hosenfeld, I. & Schrader, F.-W. (2004). Comparative tests as an instrument for improving the diagnostic competence of teachers. In R. Arnold & C. Griese (Eds.), School leadership and school development (pp. 119-144). Hohengehren: Schneider-Verlag.

2003

Helmke, A. & Hosenfeld, I. (2003). Comparative tests (VERA): An assessment of school competencies - Part 1: Basics, goals, realization. SchulVerwaltung, Hesse/Rhineland-Palatinate/Saarland edition (1), pp. 10-13.

Helmke, A. & Hosenfeld, I. (2003). Vergleichsarbeiten (VERA): Eine Standortbestimmung zur Sicherung schulischer Kompetenzen - Teil 2: Nutzung für Qualitätssicherung und Verbesserung der Unterrichtsqualität. SchulVerwaltung, Hesse/Rhineland-Palatinate/Saarland edition (2), pp. 41-43.