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

Social Learning and Clinical Psychology.

'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. 
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Exploring the use of blogs as learning spaces in the higher education sector

Mixed methods research.

https://oem.bmj.com/content/oemed/26/3/249.2.full.pdf

Questionnaire Design and Attitude Measurement

The Dundee Ready Education Environment Measure (DREEM) was administered to 70 final-year medical students and 36 first-year medical interns (pre-registration house officers). The overall total mean DREEM scores for the five subscales--namely, students' perceptions of the atmosphere, students' perceptions of learning, students' social self-perceptions, students' perceptions of teachers and students' academic self-perceptions--was 109.9 and the total mean scores for the subgroups--male students, male interns, female students and female interns--were 103.39, 111.82, 111.33 and 113.15, respectively. The lowest scores were assigned to students' social self-perceptions and students' perceptions of the atmosphere. All of the participants except the male interns recorded the highest scores for the subscale academic self-perceptions.

Students' perspectives on the educational environment, Faculty of Medical Sciences, Trinidad

There is increasing interest in the field of mixed methods research and the diverse ways in which quantitative and qualitiative methodologies can be systematically combined. The first part of this paper describes the emergence of mixed mentods research as a community of practice, distinct from the two dominant paradigms. The second part explores different mixed methodsÂ designs described in current typologies, with an emphasis on combinations that place equal or greater emphasis on the qualitative. I argue here that such designs, in which the qualitative is lead or dominant, are most useful for exploring complex and multiplex issues of education. I illustrate this argument with an analysis of the role of the qualitative in two recently conducted mixed methods research studies. The first was a concurrent nested (QUAL dominant) investigation of schools facing challenging cirumstances and the seocond was a multilevel mixed methods study of secondary school choice in Trinidad and Tobago. The three lessons learnt were that (1) appropriate mental models and design rules in typologies are necessary for efficient implementatioin, (2) interaction between and across research teams can facititate integration of qualitative and quantitative findings, and (3) qualitiative findings can add value to meta-inferences by providing new, additional, or even conflicting perspectives. I then discuss the challenge of implementing mixed methods research studies in the Caribbean, including the need for attention to using quality criteria and targeting greater levels of integration.

https://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11308/Mixing%20Methods%20and%20Methodologies%20De%20Lisle.pdf

The Benefits and Challenges of Mixing Methods and Methodologies: Lessons Learnt From Implementing Qualitatively Led Mixed Methods Research Designs in Trinidad and Tobago

Secondary school entrance examinations remain an important feature of education systems within the Anglophone Caribbean. This is at a time when many high-performing school systems have either diversified traditional test-based placement mechanisms or completely postponed early selection and placement. In contrast, high-stakes secondary school selection/placement examinations have persisted in Caribbean nation states, albeit under the guise of reform. Paradoxically, in the postcolonial era of seamless education, some form of test-based selection and/or placement continues with newly added roles, refined purposes, and exotic new names. These high-stakes systems compete strongly with formative classroom assessment and large-scale learning assessments used for monitoring student achievement. This paper argues that the persistence of test-based early selection in the Caribbean points to a widespread and implicit belief in the infallibility of test scores. This naive perception among different publics has remained, even in the face of evidence from early sociological studies demonstrating inequalities on the examination. In the era of seamless education reform, there is need for an explicit measurement focus to better judge fairness, validity, and equality. Unless a fledgling Caribbean measurement community can head in the direction of collecting credible evidence, abuses and test score misuse will continue.

https://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/13706/Secondary%20School%20Entrance%20Examinations%20in%20the%20Caribbean%20De%20Lisle.pdf?sequence=1

Secondary school entrance examinations in the Caribbean: Legacy, policy, and evidence within an era of seamless education

This paper reviews the work on gendered achievement in the English‐speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region‐specific and variegated in some contexts. In Trinidad and Tobago, the full‐scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7‐ to 8‐year‐olds) and 3 (9‐ to 10‐year‐olds). Census data from the high‐stakes 2003 Secondary Entrance Assessment (SEA) administered at standard 5 (ages: 10–11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium‐sized differentials were obtained for pupils of low a...

Which males or females are most at risk and on what? An analysis of gender differentials within the primary school system of Trinidad and Tobago

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national...

Jerome De Lisle

Papers

Students' perspectives on the educational environment, Faculty of Medical Sciences, Trinidad

The Benefits and Challenges of Mixing Methods and Methodologies: Lessons Learnt From Implementing Qualitatively Led Mixed Methods Research Designs in Trinidad and Tobago

Secondary school entrance examinations in the Caribbean: Legacy, policy, and evidence within an era of seamless education

Which males or females are most at risk and on what? An analysis of gender differentials within the primary school system of Trinidad and Tobago

The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago