Towards an Online Self-Assessment for Informed Study Decisions--A Mixed-Methods Validation Study

Autor/inn/en	Delnoij, Laurie E. C.; Janssen, José P. W; Dirkx, Kim J. H.; Martens, Rob L.
Titel	Towards an Online Self-Assessment for Informed Study Decisions--A Mixed-Methods Validation Study
Quelle	In: International Journal of Assessment Tools in Education, 9 (2022) 2, S.376-396 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Delnoij, Laurie E. C.) ORCID (Janssen, José P. W) ORCID (Dirkx, Kim J. H.) ORCID (Martens, Rob L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computer Assisted Testing; Self Evaluation (Individuals); Decision Making; Test Validity; College Bound Students; Protocol Analysis; Knowledge Level; Student Attitudes; Foreign Countries; Student Behavior; Netherlands + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Testvalidität; Wissensbasis; Schülerverhalten; Ausland; Student behaviour; Niederlande
Abstract	Informed study decisions are pivotal for student retention in higher online education. A self-assessment prior to enrolment has been proposed as a promising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decision-making process as intended, thorough and careful validation is a necessity. This study reports on two validity aspects that are less commonly addressed in that respect, but essential for evaluating effectiveness: response processes and consequences of (self-) testing. To map the response processes and consequences of the current self-assessment, a mixed-methods approach was used in which eight prospective students took a self-assessment in an observed think-aloud mode and were interviewed before and after that. Results show different response processes depending on the type of subtest that is taken. The results also indicate that consequential aspect of validity must be considered in the context of decision-making phases. The demonstrated evidence and possible threats to validity are discussed in light of refining the self-assessment and embedding it in counselling practice. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01