The relation between science achievement and general cognitive abilities in large-scale assessments

Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA mathematical as well verbal cover both general cognitive abilities (GCA) and dimensions. We extend previous research by analyzing a standards-oriented literacy-oriented in the domain science determine relation these two assessment types with While focus on knowledge skills students need meet demands modern societies, national educational standards curricula. A sample 1722 worked three assessments: (a) PISA scientific literacy assessment; (b) based German National Educational Standards biology, chemistry, physics developed Institute Quality Improvement (IQB); (c) GCA test. Comparisons competing structural models showed differentiating between best represented structure assessments. Furthermore, LSAs shared common variance but also comprised specific variance. In addition factor representing students' GCA, we identified factors. Relations grades various STEM non-STEM subjects were mixed only partly provided specificity LSAs. Our findings are important understanding interpreting results contexts science. discuss our outcomes respect monitoring practices.