The international state of research on measurement of competency in higher education

With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with...

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Vydáno v:Studies in higher education (Dorchester-on-Thames) Ročník 40; číslo 3; s. 393 - 411
Hlavní autoři: Zlatkin-Troitschanskaia, Olga, Shavelson, Richard J., Kuhn, Christiane
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 16.03.2015
Taylor & Francis Ltd
Témata:
Achievement Tests
assessment
Australia
Chile
Cognitive Processes
College Admission
College Entrance Examinations
Colombia
Comparative Education
Competence
competency
Competency based learning
Curriculum development
Educational Assessment
Educational evaluation
Educational programs
Educational Quality
Educational systems
Europe
Evaluation
Evidence based research
Feasibility
Feasibility Studies
Foreign Countries
Foreign students
Higher Education
Learning
learning outcome
Learning outcomes
Mathematics
Measurement
Measures (Individuals)
Mental competency
Methodological problems
Mexico
Outcomes of Education
Program for International Student Assessment
quality
Quality of education
Science
State of the Art Reviews
Student Evaluation
Students
Trends in International Mathematics and Science Study
United States
Colombia
Mexico
Australia
Chile
United States
ISSN:0307-5079, 1470-174X
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Shrnutí:With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a complex and multidimensional task, which poses great methodological challenges. These challenges arise out of the high diversity of degree courses, study programs, and institutions of higher education. Nevertheless, we need to address these challenges immediately if we aim to create evidence-based high-quality educational systems. This paper overviews the field of international research on competency measurement in higher education. Our analyses revealed a substantial lack of research in this area. Nonetheless, existing studies and assessment practices in various countries provide orientation on how to model competencies based on curricular and professional requirements, design assessments following the assessment triangle, and validate them comprehensively.
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ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2015.1004241