validity and reliability of online assessment

In our study, we introduced an innovative method to measure non-cognitive facets of problem-solving competence in the course of complex problem scenarios. Furthermore, the achievement differences between the industrial clerks and their comparison groups are as assumed. 84 for the ‘knowledge application’ facets and between. The multidimensional Rasch analysis revealed satisfactory EAP/PV reliabilities, which are between. Fine-grained response patterns from automated codings and human ratings were condensed into one partial credit item for each scenario and each of the facets in the cognitive component ‘knowledge application’. The focus of the contribution is on testing a theoretically derived competence model based on item response theory, the implemented scoring methods and reliability of the instrument. The empirical section is based on a study with 780 VET students from three commercial training occupations in Germany (industrial clerks and apprentices from two similar VET programs). Test-takers are requested to spontaneously answer short prompts (EES items) during the test that are embedded in typical social interactions in the workplace.

In order to assess the non-cognitive components in our competence model, we implemented an integrated measurement of self-concept and interest that we refer to as ‘Embedded Experience Sampling’ (EES). The computer-based office simulation provided typical tools (e.g., email client, spreadsheet software, file system, notebook, calculator, etc.). The assessment was aimed at apprentice industrial clerks at the end of a 3-year apprenticeship program and focused on the domain of controlling (i.e., support of managerial decisions, cost planning, cost control, cost accounting, etc.). multiple choice items), we developed three authentic problem scenarios and provided an open-ended problem space in terms of an authentic office simulation.

With regard to ecological and content validity, rather than apply highly structured items (e.g. In modeling problem-solving competence, we distinguish four components of competence: (1) knowledge application, (2) metacognition, (3) self-concept, and (4) interest as well as thirteen facets of competence, each of which is assigned to one of the four components. To measure higher-order outcomes of vocational education and training (VET) we developed a computer-based assessment of domain-specific problem-solving competence.

Validity and reliability of online assessment