Competence Measurement and Informatics Standards in Secondary Education Johannes Magenheim 1 , Jonas Neugebauer 1 , Peer Stechert 3 , Laura Ohrndorf 2 , Barbara Linck 2 , Sigrid Schubert 2 , Wolfgang Nelles 1 , and Niclas Schaper 1 1 University of Paderborn, D-33102 Paderborn, Germany http://ddi.uni-paderborn.de 2 University of Siegen, D-57068 Siegen, Germany http://www.die.informatik.uni-siegen.de 3 RBZ Technik Kiel, D-24143 Kiel, Germany Abstract. As a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational stan- dards became a high level objective in the German educational system [2, 3]. Following this tendency the German Informatics Society (GI) in 2008 published educational standards of informatics for lower secondary edu- cation [1]. The standards were gradually developed by an expert group of didactics experts and teachers in informatics since 2003. They de- scribe minimal informatics requirements, which high school students of lower secondary education classes at least should fulfill. These require- ments may also be described as basic competences in informatics. Up until now, no coherent competence model for the informatics standards exists. But it is essential as a basis for the development of measurement instruments to adequately assess learners’ competences according to the standards. In this paper we describe the process and a first specific step to develop such a competence measurement tool for the informatics standards. In order to figure out if it is possible to use already existing competence measurement tools for those purposes we compare the MoKoM compe- tence model with the informatics standards categories. In the research project Measurement Procedure for Informatics in Secondary Education (MoKoM), promoted by the German Research Foundation (DFG), an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were devel- oped from 2008 until 2012 [4–7]. As a result of this analytical comparison on the one hand we identify concurrent competence components of both concepts. For those compo- nents already existing empirical items of the MoKoM model could be applied to measure students’ respective competences of the informat- ics standards. On the other hand side the presented paper will describe competence structures according to the standards that still needs to be supplemented with operationalized empirical items.