Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education

Autor/inn/en	Khaled, Anne E.; Gulikers, Judith T. M.; Tobi, Hilde; Biemans, Harm J. A.; Oonk, Carla; Mulder, Martin
Titel	Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education
Quelle	In: Journal of Psychoeducational Assessment, 32 (2014) 5, S.429-440 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282914523913
Schlagwörter	Test Validity; Robustness (Statistics); Competence; Measurement Techniques; Competency Based Education; College Students; Secondary School Students; Factor Analysis; Construct Validity; Vocational Education; Higher Education; Academic Education; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Testvalidität; Widerstandsfähigkeit; Kompetenz; Messtechnik; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Collegestudent; Sekundarschüler; Faktorenanalyse; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Akademische Bildung; Ausland; Niederlande
Abstract	Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational practice based on CB-qualification frameworks. A pilot study showed face validity of the competency constructs and indicators according to students from various levels in tertiary education. The results of the principal components analyses and parallel analyses, using data from 351 secondary vocational education and academic students, show more construct validity and robustness for competency constructs that are concrete and easy to relate to specific situations (e.g., "applying expertise") compared with the abstract competencies (e.g., "deciding and initiating"). This article sets out implications for designing and administrating uniform competency self-reports across educational levels and discusses suggestions for subsequent research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10