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Bjornavold, Jens – Quality of Higher Education, 2009
This article addresses the gradual introduction of arrangements for validation of non-formal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements acquired outside formal education and training institutions has been going on for several decades, we can now observe that these approaches are…
Descriptors: Informal Education, Foreign Countries, Nonformal Education, Educational Development
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Egan, Karla L.; Ferrara, Steve; Schneider, M. Christina; Barton, Karen E. – Peabody Journal of Education, 2009
Alternate assessments of modified academic achievement standards (AA-MAS) must be designed, developed, implemented, and validated following the same rigorous principles and procedures used for other assessments. However, the uniqueness and unfamiliarity of the target population for these assessments requires innovative thinking, especially in…
Descriptors: Standard Setting (Scoring), Design Requirements, Academic Accommodations (Disabilities), Testing Accommodations
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Donnellan, M. Brent – Educational and Psychological Measurement, 2008
The properties of the achievement goal inventories developed by Grant and Dweck (2003) and Elliot and McGregor (2001) were evaluated in two studies with a total of 780 participants. A four-factor specification for the Grant and Dweck inventory did not closely replicate results published in their original report. In contrast, the structure of the…
Descriptors: Academic Achievement, Psychometrics, Program Validation, Achievement Rating
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Greenwood, Janet I. – Career Development Quarterly, 2008
In this study, the author sought to validate the effectiveness of a multivariate career and educational counseling intervention model through long-term follow-up of clients seen in private practice. Effectiveness was measured by clients' commitment to and enjoyment of their chosen career paths and the relationship of these factors to adherence to…
Descriptors: Intervention, Program Effectiveness, Educational Counseling, Followup Studies
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Bruinsma, M.; Jansen, E. P. W. A. – School Effectiveness and School Improvement, 2007
Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors affect academic achievement, were examined with a limited sample of 1st-year students in the University of Groningen. Information concerning 8 of these factors--grades, motivation, age, prior achievement, home environment, support from peers,…
Descriptors: Academic Achievement, Program Validation, Item Analysis, Models
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Sampson, Demetrios; Karampiperis, Pythagoras; Fytros, Demetrios – Interactive Learning Environments, 2007
Competence-based approaches are frequently adopted as the key paradigm in both formal or non-formal education and training. To support the provision of competence-based learning services, it is necessary to be able to maintain a record of an individual's competences in a persistent and standard way. In this paper, we investigate potential issues…
Descriptors: Metadata, Competency Based Education, Item Analysis, Standard Setting
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Landrum, R. Eric; Mulcock, Stephen D. – Teaching of Psychology, 2007
We obtained data from pre- and postcourse questionnaires given in an Introduction to the Psychology Major course taught for 10 semesters and compared these data with institutional outcomes concerning the students' last known major and their graduation status. We found the questionnaire reliably measured (a) vocational identity, (b) knowledge of…
Descriptors: Majors (Students), Psychology, College Outcomes Assessment, Pretests Posttests
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Holton, Elwood F., III; Bates, Reid A.; Bookter, Annette I.; Yamkovenko, V. Bogdan – Human Resource Development Quarterly, 2007
The Learning Transfer System Inventory (LTSI) was developed to identify a select set of factors with the potential to substantially enhance or inhibit transfer of learning to the work environment. It has undergone a variety of validation studies, including construct, criterion, and crosscultural studies. However, the convergent and divergent…
Descriptors: Work Environment, Transfer of Training, Test Validity, Program Validation
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von Davier, Alina A.; Holland, Paul W.; Thayer, Dorothy T. – Journal of Educational Measurement, 2004
The Non-Equivalent-groups Anchor Test (NEAT) design has been in wide use since at least the early 1940s. It involves two populations of test takers, P and Q, and makes use of an anchor test to link them. Two linking methods used for NEAT designs are those (a) based on chain equating and (b) that use the anchor test to post-stratify the…
Descriptors: Equated Scores, Evaluation Research, Comparative Testing, Population Groups
Benton, Tom; Chamberlain, Tamsin; Wilson, Rebekah; Teeman, David – National Foundation for Educational Research, 2007
In April 2006, the Department for Education and Skills (DfES) commissioned the National Foundation for Educational Research (NFER) to conduct an independent external review in order to develop a single "statistical neighbour" model. This single model aimed to combine the key elements of the different models currently available and be…
Descriptors: Foreign Countries, Comparative Analysis, Benchmarking, Research Reports
Ainley, John; Fraillon, Julian; Freeman, Chris – Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2007
This report is based on the assessment of ICT (information and communication technology) literacy conducted in October 2005. It describes the development of a computer-based tool for assessing ICT literacy among school students and the application of that tool with a nationally representative sample of approximately 7,400 students from Years 6 and…
Descriptors: Familiarity, Computer Software, Information Technology, Information Sources