International Comparison of a Performance-Based Assessment in Higher Education

Zahner, Doris; Ciolfi, Alberto

doi:10.1007/978-3-319-74338-7_11

Cited by 10 publications

(14 citation statements)

References 8 publications

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“…The CLA+ is available internationally for various countries ( Wolf et al, 2015 ). It has been used in the United States and was also adapted and used in Finland 3 , Italy, and the United Kingdom ( Zahner and Ciolfi, 2018 ), and has undergone preliminary validation for Germany ( Zlatkin-Troitschanskaia et al, 2018b ). This computer-delivered assessment consists of a performance task where students are confronted with a complex scenario.…”

Section: Conceptual and Methodological Backgroundmentioning

confidence: 99%

The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments

Zlatkin‐Troitschanskaia

Beck

Fischer

et al. 2020

Front. Psychol.

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Critical reasoning (CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead to the acceptance of information based on unwarranted claims. Previous personal beliefs are assumed to play a decisive role when it comes to critically differentiating between assertions and claims and warranted knowledge and facts. The role of generic epistemic beliefs on critical stance and attitude in reflectively dealing with information is well researched. Relatively few studies however, have been conducted on the influence of domain-specific beliefs, i.e., beliefs in relation to specific content encountered in a piece of information or task, on the reasoning process, and on how these beliefs may affect decision-making processes. This study focuses on students' task-and topicrelated beliefs that may influence their reasoning when dealing with multiple and partly contradictory sources of information. To validly assess CR among university students, we used a newly developed computer-based performance assessment in which the students were confronted with an authentic task which contains theoretically defined psychological stimuli for measuring CR. To investigate the particular role of task-and topic-related beliefs on CR, a purposeful sample of 30 university students took part in a performance assessment and then were interviewed immediately afterward. In the semistructured cognitive interviews, the participants' task-related beliefs were assessed. Based on qualitative analyses of the interview transcripts, three distinct profiles of decision-making among students have been identified. More specifically, the different types of students' beliefs and attitudes derived from the cognitive interview data suggest their influence on information processing, reasoning approaches and decision-making. The results indicated that the students' beliefs had an influence on their selection, critical evaluation and use of information as well as on their reasoning processes and final decisions.

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Section: Conceptual and Methodological Backgroundmentioning

confidence: 99%

The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments

Zlatkin‐Troitschanskaia

Beck

Fischer

et al. 2020

Front. Psychol.

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“…The main advantage of this design is the potential for (functional) equivalence and thus comparability. In fact, this is the only design with published studies that aim at international comparisons (e.g., Tremblay et al, 2012, Zahner & Ciolfi, 2018. There are two potential issues with this design: the resources required (time, staff and expertise involved), and its limited capacity for cultural responsiveness.…”

Section: Discussionmentioning

confidence: 99%

International Performance Assessment of Critical Thinking: Framework for Translation and Adaptation

Ronderos

Shavelson

Holtsch

et al. 2021

JoSPoE

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Higher education institutions worldwide claim they impact students’ learning outcomes within and across academic domains. Critical thinking (CT) is prominent among the intended outcomes (Braun et al., 2020). In this context, there is increasing interest in ecologically valid performance assessments (PAs) of CT that can be used internationally (Zlatkin-Troitschanskaia et al., 2018). While several studies have aimed to measure and compare CT skills across countries, this typically has been done using multiple-choice questions. Only a few studies involve adaptation of PAs. Their results point to the need for a more refined adaptation process (Braun et al., 2020), especially in terms of functionally equivalent adaptation and redesign. Based on a review of previous approaches related to test adaptation, with focus on the challenges of achieving cultural responsiveness, we propose a conceptual framework for adapting PAs of CT for international studies. The framework differentiates between two stages and three adaptation designs. The first stage involves a collaborative approach to the design of PAs of CT. The second stage offers three design alternatives which differ in their emphasis on linguistic considerations and cultural responsiveness. While this paper focuses on PAs of CT for higher education, it may be applicable to pre-college education.

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“…This will include identifying the topics for future PTs and SRQs and innovating new assessments for additional skills, such as creativity and collaboration. There will also be opportunities for participants to jointly author research articles and chapters (e.g., Zahner & Ciolfi, 2018).…”

Section: Research and Development Effortsmentioning

confidence: 99%

Measuring the generic skills of higher education students and graduates: Implementation of CLA+ international.

Zahner¹,

Damme²,

Benjamin³

et al. 2021

Assessing Undergraduate Learning in Psychology: Strategies for Measuring and Improving Student Performance.

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International Comparison of a Performance-Based Assessment in Higher Education

Cited by 10 publications

References 8 publications

The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments

The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments

International Performance Assessment of Critical Thinking: Framework for Translation and Adaptation

Measuring the generic skills of higher education students and graduates: Implementation of CLA+ international.

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