Assessing Civic and Intercultural Competency in Higher Education: The ETS "HEIghten®" Approach. Research Report. ETS RR-18-23

Autor/inn/en	Liu, Ou Lydia; Roohr, Katrina Crotts; Rios, Joseph A.
Titel	Assessing Civic and Intercultural Competency in Higher Education: The ETS "HEIghten®" Approach. Research Report. ETS RR-18-23
Quelle	In: ETS Research Report Series, (2018), (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Cultural Awareness; Interdisciplinary Approach; Global Approach; Transfer of Training; Education Work Relationship; Pilot Projects; Competence; Citizenship Education; Higher Education; Outcomes of Education; Test Items; Test Construction; Critical Thinking; Numeracy; Communication Skills; Written Language; Definitions; Measurement; Self Control; Metacognition; Self Efficacy; Interpersonal Competence; Undergraduate Students; Correlation; Scores + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Globales Denken; Training; Transfer; Ausbildung; Pilot project; Modellversuch; Pilotprojekt; Kompetenz; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Test content; Testaufgabe; Testaufbau; Kritisches Denken; Rechenkompetenz; Kommunikationsstil; Geschriebene Sprache; Begriffsbestimmung; Messverfahren; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Interpersonale Kompetenz; Korrelation
Abstract	Economic globalization and interdisciplinary advancements have increased the demand for college graduates to possess transferable skills that would allow them to contribute effectively to the modern workforce. In particular, transferable competencies such as civic competency and intercultural competency are critical for colleges to prepare responsible citizens and productive workers. Despite the recognized importance, the choice and quality of assessment for such competencies have been fairly limited due to the challenges in defining such complex, multidimensional constructs and identifying item types that can adequately assess them. In this report, we describe the principles we followed to operationalize definitions for civic competency and intercultural competency and the process we followed to design assessments for these 2 competencies. Findings from a large-scale pilot test are reported. Results showed that these multidimensional constructs can be adequately assessed and that there is room for students to improve in these areas. Implications for higher education institutions on how to promote these critical competencies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01