| 1. |
- Blömeke, Sigrid, 1965, et al.
(författare)
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Beyond Dichotomies. Competence Viewed as a Continuum
- 2015
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Ingår i: Zeitschrift für Psychologie. - : Hogrefe Publishing Group. - 2190-8370 .- 2151-2604. ; 223:1, s. 3-13
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also highlighted. Similarly, competing statistical approaches to assessing competencies, namely itemresponse theory (latent trait) versus generalizability theory (sampling error variance), are unpacked. The resulting framework moves beyond dichotomies and shows how the different approaches complement each other. Competence is viewed along a continuum from traits that underlie perception, interpretation, and decision-making skills, which in turn give rise to observed behavior in real-world situations. Statistical approaches are also viewed along a continuum from linear to nonlinear models that serve different purposes. Item response theory (IRT) models may be used for scaling item responses and modeling structural relations, and generalizability theory (GT) models pinpoint sources of measurement error variance, thereby enabling the design of reliable measurements. The proposed framework suggests multiple new research studies and may serve as a ‘‘grand’’ structural model.
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| 2. |
- Blömeke, Sigrid, et al.
(författare)
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Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations
- 2022
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Ingår i: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 603-655
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Bokkapitel (refereegranskat)abstract
- This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons learned from the previous chapters of this handbook. Our intention is to provide a balanced view: On the one hand, we highlight how ILSAs over decades have provided unique contributions to educational research, while on the other hand, we identify limitations of ILSAs and why they may even be harmful to education in some cases.
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| 3. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Development of School Achievement in the Nordic Countries During Half a Century
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:3, s. 386-406
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Tidskriftsartikel (refereegranskat)abstract
- © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consistent increase in the level of achievement was observed from the mid-1970s to around 1990 for both literacy and numeracy; (2) Finland improved literacy performance dramatically between the mid-1980s and the mid-1990s, which is hypothesized to be associated with the introduction of part-time special education; (3) for all countries performance declined from the late-1990s/early-2000s, which is hypothesized to be due to different factors in different countries.
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| 4. |
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Standard Setting in Education. The Nordic Countries in an International Perspective
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research. Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible. However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.
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