Validity and fairness of a new entry diagnostics test in higher education economics

Economic literacy among beginning higher education economics students in Japan and Germany and its socio-demographic influencing factors

“…Since there is no comprehensive, completely uniform curriculum framework for economic education in Japan and Germany, the students’ interest in economic topics is also of particular importance (e.g., Jensen and Owen, 2001; for the general relevance of interest in educational contexts, see Krapp et al, 1992; Valsiner, 1992). Several national studies have shown effects of interest on economic literacy (e.g., Schlax et al, 2020a); however, effects of this kind are under researched in cross-national comparative studies so far, and are thus included in the analyses presented here (see Results section). RQ 5: To what extent does interest in the study topic have an influence on economic literacy at the beginning of studies and how do these effects differ between the two countries? …”

“…The test score was built as a sum score of the results of 15 items, whereas missing values were treated as wrong answers (for details, see Schlax et al, 2020aSchlax et al, , 2020b. Thus, the score can range from minimum 0 to maximum 15 points.…”

Economics of higher education in Russia

“…At the moment, universities are funded from several sources, and most often from a combination of them [2]: state or local budget; student tuition fees; sale of additional educational services (courses, advanced training, professional retraining); selling additional non-educational services or renting out premises for them, including canteens, copy centers, book stores, Parking, and others; publishing and implementing your own books and textbooks; grant financing. Thus, it is clear that educational services are not limited to learning as such.…”

Diseño, implementación y resultados del rediseño de pruebas diagnósticas disciplinares institucionales en la Universidad de Concepción, Chile

“…En los últimos años se ha observado una tendencia mundial de aumento en la cobertura en educación superior. Este aspecto, sumado a elementos como la internacionalización, movilidad y aumento en diversificación de las condiciones de ingreso, han generado una mayor heterogeneidad en los estudiantes universitarios (Schlax et al, 2020). En Chile se ha observado también un incremento en la cobertura durante las últimas dos décadas, con un crecimiento exponencial en la matrícula de educación superior (CNED, 2011).…”

“…Según Rodríguez et al (2016), no se puede afrontar ninguno de los desafíos de la educación superior de manera contextualizada si el proceso de enseñanza no comienza reconociendo las características de los estudiantes que ingresan, y en particular, obteniendo una descripción válida y satisfactoria de sus competencias. Esto es especialmente relevante en un contexto en el cual los estudiantes cada vez presentan mayor heterogeneidad en sus características de ingreso, lo que exige métodos apropiados de diagnóstico inicial (Schlax et al, 2020), que empleen múltiples criterios de evaluación (Houston et al, 2007), y que sean sensibles a la etapa de transición entre educación secundaria y superior (Zlatkin-Troitschanskaia y Schlax, 2020).…”