A Competency Model for Process Dynamics and Control and Its Use for Test Construction at University Level

Autor/inn/en	Taskinen, Päivi H.; Steimel, Jochen; Gräfe, Linda; Engell, Sebastian; Frey, Andreas
Titel	A Competency Model for Process Dynamics and Control and Its Use for Test Construction at University Level
Quelle	In: Peabody Journal of Education, 90 (2015) 4, S.477-490 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2015.1068074
Schlagwörter	Models; Engineering Education; Test Items; Outcome Measures; Test Construction; Psychometrics; Minimum Competency Testing; Competency Based Education; Test Reliability; Individual Characteristics; Educational Practices; Testing Problems; Cognitive Processes; Chemical Engineering; Scoring Formulas; Statistical Analysis; Program Validation; Achievement Rating; Undergraduate Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Analogiemodell; Ingenieurausbildung; Test content; Testaufgabe; Testaufbau; Psychometry; Psychometrie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Testreliabilität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bildungspraxis; Cognitive process; Kognitiver Prozess; Chemisches Prüfverfahren; Scoring rubrics; Auswertungsbogen; Statistische Analyse; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland; Deutschland
Abstract	This study examined students' competencies in engineering education at the university level. First, we developed a competency model in one specific field of engineering: process dynamics and control. Then, the theoretical model was used as a frame to construct test items to measure students' competencies comprehensively. In the empirical application, the reliability of the test was examined. The results confirmed the applicability of the theory-based test. Also, associations between students' competencies and individual characteristics were explored. Students who showed higher competencies could be identified based on their individual characteristics, such as participation in self-assessments. Finally, we demonstrated how to apply the standards of theory-based testing to everyday routines at the university and also highlighted some challenging issues to be considered when implementing theory-based testing in practice. This approach could be valuable: Tests based on theoretically sound models allow for appropriate measurement of students' competencies in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01