ÜGK / COFO / VECOF 2024, Language of Schooling and Mathematics, Grade 4 (HarmoS)

2024

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As part of the national education monitoring, the ÜGK/COFO/VECOF (i.e., the Assessment of the Achievement of Basic Competencies) is a large scale assessment (LSA) using computer-assisted classroom tests to assess the extent to which basic competencies (as defined by the national educational goals; see EDK, 2011) are achieved at the end of a cycle . Results, expressed as percentages of students meeting national educational goals, serve as indicators of cantonal and national education system performance. The assessment ÜGK/COFO/VECOF 2024 measured competences in mathematics as well as language competence in the local school language (German, French, or Italian). The main objective was to assess whether or not a student has achieved the desired competence. Additionally, both students and parents completed a questionnaire covering contextual variables (e.g., motivation, home language, and learning strategies).

Seiler, S., Denecker, C., Pham, G., Salvisberg, M. (Hrsg.). (2026). Nationaler Bericht zu der Überprüfung des Erreichens der Grundkompetenzen (ÜGK) 2024, Schulsprache und Mathematik 4. Schuljahr: ein Beitrag zum Schweizer Bildungsmonitoring. Interfaculty Centre for Educational Research (ICER), Universität Bern. https://doi.org/10.48620/90929 Seiler, S., Denecker, C., Pham, G., Salvisberg, M. (Éds.). (2026). Rapport national sur la vérification de l’atteinte des compétences fondamentales (COFO) 2024, langue de scolarisation et mathématiques en 4ᵉ année scolaire : une contribution au monitorage de l’éducation en Suisse. Interfaculty Centre for Educational Research (ICER), Université de Berne. https://doi.org/10.48620/90930 Seiler, S., Denecker, C., Pham, G., Salvisberg, M. (A cura di). (2026). Rapporto nazionale sulla Verifica del raggiungimento delle competenze fondamentali (VECOF) 2024, lingua di scolarizzazione e matematica 4° anno HarmoS: un contributo al monitoraggio dell’educazione in Svizzera. Interfaculty Centre for Educational Research (ICER), Universität Bern. https://doi.org/10.48620/90929