On the complementarity of holistic and analytic approaches to performance assessment scoring
- Publikationstyp:
- Zeitschriftenaufsatz
- Metadaten:
-
- Autoren
- Olga Zlatkin-Troitschanskaia
- Richard J Shavelson
- Susanne Schmidt
- Klaus Beck
- Autoren-URL
- https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=fis-test-1&SrcAuth=WosAPI&KeyUT=WOS:000482455500006&DestLinkType=FullRecord&DestApp=WOS_CPL
- DOI
- 10.1111/bjep.12286
- eISSN
- 2044-8279
- Externe Identifier
- Clarivate Analytics Document Solution ID: IS9GB
- PubMed Identifier: 31004361
- ISSN
- 0007-0998
- Ausgabe der Veröffentlichung
- 3
- Zeitschrift
- BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
- Schlüsselwörter
- analytic approach
- critical thinking
- evidence-centred design
- higher education
- holistic approach
- performance assessment
- scoring
- validation
- Paginierung
- 468 - 484
- Datum der Veröffentlichung
- 2019
- Status
- Published
- Titel
- On the complementarity of holistic and analytic approaches to performance assessment scoring
- Sub types
- Article
- Ausgabe der Zeitschrift
- 89
Datenquelle: Web of Science (Lite)
- Andere Metadatenquellen:
-
- Abstract
- <jats:sec><jats:title>Background</jats:title><jats:p>A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (<jats:styled-content style="fixed-case">CT</jats:styled-content>), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.</jats:p></jats:sec><jats:sec><jats:title>Aims and Method</jats:title><jats:p>Therefore, we take an analytic approach to scoring students’ written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches and on whether theoretically developed analytical scoring rubrics can produce sub‐scores that may measure the ‘whole’ performance in a holistic assessment.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>We use data from the Wind Turbines performance assessment, developed in the <jats:styled-content style="fixed-case">iPAL</jats:styled-content> project this study where 55 students at a German university participated.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The (sub)scores generated from the scoring scheme empirically reproduced the theoretically assumed structure of <jats:styled-content style="fixed-case">CT</jats:styled-content>, with valid and reliable scores in a three‐dimensional model. The proposed interpretation of <jats:styled-content style="fixed-case">CT</jats:styled-content> as assessed with a performance assessment and measured by the rating scheme was supported preliminarily.</jats:p></jats:sec><jats:sec><jats:title>Conclusion</jats:title><jats:p>Our results support the complementarity of holistic and analytic approaches to assessing <jats:styled-content style="fixed-case">CT</jats:styled-content>. When combined, they provide interpretable scores for a complex, multifaceted construct useful in diagnostic contexts.</jats:p></jats:sec>
- Autoren
- Olga Zlatkin‐Troitschanskaia
- Richard J Shavelson
- Susanne Schmidt
- Klaus Beck
- DOI
- 10.1111/bjep.12286
- eISSN
- 2044-8279
- ISSN
- 0007-0998
- Ausgabe der Veröffentlichung
- 3
- Zeitschrift
- British Journal of Educational Psychology
- Sprache
- en
- Online publication date
- 2019
- Paginierung
- 468 - 484
- Datum der Veröffentlichung
- 2019
- Status
- Published
- Herausgeber
- Wiley
- Herausgeber URL
- http://dx.doi.org/10.1111/bjep.12286
- Datum der Datenerfassung
- 2023
- Titel
- On the complementarity of holistic and analytic approaches to performance assessment scoring
- Ausgabe der Zeitschrift
- 89
Datenquelle: Crossref
- Abstract
- <h4>Background</h4>A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.<h4>Aims and method</h4>Therefore, we take an analytic approach to scoring students' written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches and on whether theoretically developed analytical scoring rubrics can produce sub-scores that may measure the 'whole' performance in a holistic assessment.<h4>Sample</h4>We use data from the Wind Turbines performance assessment, developed in the iPAL project this study where 55 students at a German university participated.<h4>Results</h4>The (sub)scores generated from the scoring scheme empirically reproduced the theoretically assumed structure of CT, with valid and reliable scores in a three-dimensional model. The proposed interpretation of CT as assessed with a performance assessment and measured by the rating scheme was supported preliminarily.<h4>Conclusion</h4>Our results support the complementarity of holistic and analytic approaches to assessing CT. When combined, they provide interpretable scores for a complex, multifaceted construct useful in diagnostic contexts.
- Addresses
- Johannes-Gutenberg University Mainz (JGU), Germany.
- Autoren
- Olga Zlatkin-Troitschanskaia
- Richard J Shavelson
- Susanne Schmidt
- Klaus Beck
- DOI
- 10.1111/bjep.12286
- eISSN
- 2044-8279
- Externe Identifier
- PubMed Identifier: 31004361
- Open access
- false
- ISSN
- 0007-0998
- Ausgabe der Veröffentlichung
- 3
- Zeitschrift
- The British journal of educational psychology
- Schlüsselwörter
- Humans
- Thinking
- Students
- Educational Measurement
- Universities
- Adult
- Young Adult
- Academic Performance
- Sprache
- eng
- Medium
- Print-Electronic
- Online publication date
- 2019
- Paginierung
- 468 - 484
- Datum der Veröffentlichung
- 2019
- Status
- Published
- Datum der Datenerfassung
- 2019
- Titel
- On the complementarity of holistic and analytic approaches to performance assessment scoring.
- Sub types
- Journal Article
- Ausgabe der Zeitschrift
- 89
Datenquelle: Europe PubMed Central
- Abstract
- BACKGROUND: A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach. AIMS AND METHOD: Therefore, we take an analytic approach to scoring students' written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches and on whether theoretically developed analytical scoring rubrics can produce sub-scores that may measure the 'whole' performance in a holistic assessment. SAMPLE: We use data from the Wind Turbines performance assessment, developed in the iPAL project this study where 55 students at a German university participated. RESULTS: The (sub)scores generated from the scoring scheme empirically reproduced the theoretically assumed structure of CT, with valid and reliable scores in a three-dimensional model. The proposed interpretation of CT as assessed with a performance assessment and measured by the rating scheme was supported preliminarily. CONCLUSION: Our results support the complementarity of holistic and analytic approaches to assessing CT. When combined, they provide interpretable scores for a complex, multifaceted construct useful in diagnostic contexts.
- Autoren
- Olga Zlatkin-Troitschanskaia
- Richard J Shavelson
- Susanne Schmidt
- Klaus Beck
- Autoren-URL
- https://www.ncbi.nlm.nih.gov/pubmed/31004361
- DOI
- 10.1111/bjep.12286
- eISSN
- 2044-8279
- Ausgabe der Veröffentlichung
- 3
- Zeitschrift
- Br J Educ Psychol
- Schlüsselwörter
- analytic approach
- critical thinking
- evidence-centred design
- higher education
- holistic approach
- performance assessment
- scoring
- validation
- Academic Performance
- Adult
- Educational Measurement
- Humans
- Students
- Thinking
- Universities
- Young Adult
- Sprache
- eng
- Country
- England
- Paginierung
- 468 - 484
- Datum der Veröffentlichung
- 2019
- Status
- Published
- Datum, an dem der Datensatz öffentlich gemacht wurde
- 2020
- Titel
- On the complementarity of holistic and analytic approaches to performance assessment scoring.
- Sub types
- Journal Article
- Ausgabe der Zeitschrift
- 89
Datenquelle: PubMed
- Beziehungen:
- Eigentum von