A Comparison of Two Alternate Scaling Approaches Employed for Task Analyses in Credentialing Examination Development

Autor/inn/en	Fidler, James R.; Risk, Nicole M.
Titel	A Comparison of Two Alternate Scaling Approaches Employed for Task Analyses in Credentialing Examination Development
Quelle	In: Educational Measurement: Issues and Practice, 38 (2019) 1, S.78-86 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fidler, James R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12200
Schlagwörter	Job Analysis; Scaling; Licensing Examinations (Professions); Test Construction; Comparative Analysis + Suchen Sie Ihr Suchwort? Arbeitsanalyse; Scale construction; Skalenkonstruktion; Testaufbau
Abstract	Credentialing examination developers rely on task (job) analyses for establishing inventories of task and knowledge areas in which competency is required for safe and successful practice in target occupations. There are many ways in which task-related information may be gathered from practitioner ratings, each with its own advantage and limitation. Two of the myriad alternative task analysis rating approaches are compared "in situ": one establishing relative task saliency through a single scale of rated importance and another employing a composite of several independent scales. Outcomes regarding tasks ranked by two practitioner groups are compared. A relatively high degree of association is observed between tasks ranked through each approach, yielding comparable, though not identical examination blueprints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01