Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

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Applied Missing Data Analysis

Statistical Analysis With Missing Data (2nd ed.) (Book)

Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more time may be positively related to the outcome as the task is completed more carefully. However, the relation may be negative if working more fluently, and thus faster, reflects higher skill level. Using a dual processing theory framework, the present study argues that the validity of each assumption is dependent on the relative degree of controlled versus routine cognitive processing required by a task, as well as a person’s acquired skill. A total of 1,020 persons ages 16 to 65 years participated in the German field test of the Programme for the International Assessment of Adult Competencies. Test takers completed computer-based reading and problem solving tasks. As revealed by linear mixed models, in problem solving, which required controlled processing, the time on task effect was positive and increased with task difficulty. In reading tasks, which required more routine processing, the time on task effect was negative and the more negative, the easier a task was. In problem solving, the positive time on task effect decreased with increasing skill level. In reading, the negative time on task effect increased with increasing skill level. These heterogeneous effects suggest that time on task has no uniform interpretation but is a function of task difficulty and individual skill.

/pdf/the-time-on-task-effect-in-reading-and-problem-solving-is-4fs4ikr2c2.pdf

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

The structure of the relationship between attention and intelligence

Munster [u.a.] : Waxmann 2014, 336 S.
Padagogische Teildisziplin: Empirische Bildungsforschung; 
als elektronischer Volltext verfugbar

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich

Moving beyond cognitive elements of ICT literacy

A definition of basic computer skills (BCS) is proposed and the psychometric properties of a newly developed BCS scale are investigated. BCS is defined as the ability and speed of performing basic actions in graphical user interfaces of computers to access, collect, and provide information. BCS is thus considered a basic component skill of the much broader construct of ICT literacy. Data from the German PISA 2009 field trial was used to determine the factor structure of the BCS scale as well as convergent and discriminant validity. The latent factor structure underlying the BCS scale was investigated by testing confirmatory factor analysis (CFA) models for response times and responses. CFA results suggest that there is one dimension of BCS speed and BCS ability, respectively. With respect to convergent validity, practical computer knowledge and skill in digital reading had strong associations with BCS speed and ability. With respect to discriminant validity, only moderate associations were found with lowe...

/pdf/assessing-individual-differences-in-basic-computer-skills-4ysa0usr93.pdf

Frank Goldhammer

Papers

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

The structure of the relationship between attention and intelligence

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich

Moving beyond cognitive elements of ICT literacy

Assessing Individual Differences in Basic Computer Skills Psychometric Characteristics of an Interactive Performance Measure