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Research Data Center (FDZ) of the Institute for Educational Quality Improvement (IQB)

The Research Data Center (FDZ) at the Institute for Educational Quality Improvement (IQB) archives and documents German datasets from large, national and international school performance studies (e.g. IGLU, PISA, TIMSS, IQB Assessment Studies) and national studies on educational standards (e.g. ELEMENT, BiKS, ASCOT) and makes them available to researchers for secondary analysis.
  • Status: Accredited
  • Data Offer: Social, Education, Psychology, Other

About the Data Centre

Interested researchers may gain access to the datasets after successful application. For more information on the application process and available data, please see the IQB website.

FDZ-IQB has received accreditation according to the accreditation criteria of the German Data Forum.

Since October 2011, FDZ-IQB has been part of an agency, funded by the federal government and the Länder, aimed at project coordination of research activities on educational standards between the IQB and the Centre for International Student Assessment.

Available Data (as of 10/10/2018)

  • Attention is doing school: Development and Evaluation of an Advanced Vocational Training for Pedagogical Employees in Open full-time Schools in order to promote Concentrated Working Behavior in Situations of Homework.
  • Educational Processes, Competence Development and Selection Decisions in Preschool and School Age (BiKS-3-10, BiKS-8-14)
  • Academic Language Competencies – Affordances, Language Processing, and Diagnostics (BiSpra I)
  • Broad Pedagogical Knowledge and the Development of Professional Competence in Teacher Education (BilWiss)
  • Assessment of Student Achievements in German and English as a Foreign Language (DESI)
  • Technology-Oriented Assessment of Professional Competencies in Nursing (TEMA)
  • Progress in International Reading Literacy Study (IGLU 2001, 2006, 2011)
  • IQB National Assessment Study (2008/09, 2011, 2012)
  • Competence Measurement Based on Simulations and adaptive Testing in Medical Settings (CoSMed VidSim)
  • Components of Vocational Competence of Lateral Entrants and Graduate Students in Teacher Training in Physics (Low Track and Middle Track) (proPHI)
  • Cumulative Assessment Study on Mathematics in Rhineland-Palatinate: Competencies, Classroom Teaching Features, School Context (MARKUS)
  • Mental Representation of Numbers and Arithmetical Competence in Early Primary School Age (MenZa)
  • Measuring general competences-adaptive (CoSMed MaK-adapt)
  • Teachers’ Professionalisation for Promotion the Reading Comprehension (ProLeLe)
  • Programme for International Student Assessment (PISA 2000, 2003, 2006, 2009, 2012; PISA-I-Plus 2003/04)
  • Quality Assessment of Mathematics Instruction at Schools (QuaSUM)
  • Study on the Development of All-Day Schools (StEG)
  • Stereotype Threat as a Cause for the low Achievement of Students With Migration Background in the German Educational System (Stereotype Threat)
  • Trends in International Mathematics and Science Study (TIMSS 2007, 2011)
  • Domain specific Problem-solving Skills of Prospective Industrial Clerks (DomPL-IK)
  • Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Support Arrangements (BiLieF)
  • Modelling and Measuring Vocational Competences in the Commercial Domain (CoBALIT)
  • IQB Trends in Student Achievement 2015
  • Competence Acquisition and Learning Preconditions (KuL)
  • Short- and Long-term Effects of a Phonological AwarenessTraining Program for Kindergardeners With and Without German Home Language (PHONO I)
  • Effects of Combined Musical and Phonological Early Intervention on the Development of Phonological Awareness for Kindergarteners With and Without German Home Language (PHONO II)
  • Diagnosis and Handling of Errors Patterns as a Facet of the Professional Competence of Teachers (ProFeL II)
  • Professional Knowledge in the Natural Sciences (ProwiN): Physics
  • Supporting Students with Calculation Difficulties. An Intervention Study to support Students with low Mathematics Achievement in Low Track and Special Education Schools
  • Study on the Development of All-Day Schools 2012 – 2015 (StEG 2012-15): System monitoring
  • The Influence of Teachers’ Professional Knowledge on Students’ Development of System Expertise in Biology (Systemdenken)


Postal Address
Humboldt-Universität zu Berlin
Institute for Educational Quality Improvement (IQB)
Unter den Linden 6
D-10099 Berlin

Luisenstr. 56
(Entrance left hand)
10117 Berlin

Tel: +49 (30) 2093-46500
Fax: +49 (30) 2093-5336
E-Mail: iqboffice@iqb.hu-berlin.de