Developing a performance assessment task in the Finnish higher education context
Conceptual and empirical insights
Bibliographic Data
| ID | 5265353 |
|---|---|
| Authors | Heidi Hyytinen (0000-0002-5078-1429, Faculty of Educational Sciences Centre for University Teaching and Learning The University of Helsinki Finland, corresponding author), Auli Toom (0000-0002-3261-3376, Faculty of Educational Sciences Centre for University Teaching and Learning The University of Helsinki Finland) |
| Year | 2019 |
| Volume | 89 |
| Issue | 3 |
| Pages | 551-563 |
| Publication date | 2019-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12283 |
| PMID | 31102267 |
| OpenAlex | W2944981956 |
| Language | EN |
| Citations received | 9 |
| References cited | 23 |
BackgroundPerformance assessment development is a three-phase process of (1) defining the construct of what is to be measured, (2) constructing the test items, task, and scoring criteria, and (3) collecting empirical evidence on extent to which they tap into the intended construct.AimsIn the light of the three-phase process, this pilot study presents the development of performance assessment for research on critical thinking and moral judgement to be utilized in the Finnish higher education context. In particular, it explores the cognitive processes and moral judgement that occur while completing the assessment and how both task and respondent characteristics are associated with these processes.SampleThe study was conducted with five participants drawn from purposeful sampling.MethodsWe collected the data from cognitive laboratories with think-alouds and interviews. The data were analysed using a qualitative abductive approach.ResultsThe instructions together with sources given for completing the assessment triggered participants' critical and moral judgement. The results also indicate that the performance assessment being developed has relevance to everyday life. The theme of assessment was experienced meaningful, and it maintained the participants' interest throughout the completion of the task. The assessment was open-ended and allowed multiple lines of thinking. The participants perceived the task as being challenging. The prior knowledge of the participants, their integrity, and capability to monitor thinking and performance was related to the ways of performing the task.ConclusionsBased on preliminary evidence drawn from the pilot data, the study concludes by outlining the strengths of the task as well as modifications that are needed in order to develop this specific performance assessment further
Cognition · Cognitive psychology · Construct (python library) · Context (archaeology) · Judgement · Pedagogy · Relevance (law) · Respondent · Rubric · Task (project management) · Think aloud protocol · Applied Psychology · Computer Science · Education and Critical Thinking Development · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
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Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM
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The dynamic relationship between response processes and self-regulation in critical thinking assessments
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education
A systematic-narrative review of performance-based assessments of critical thinking in higher education
Measuring changes in critical thinking skills among university economics students
How we think.
Cognitive Processing of Self-Report Items in Educational Research
The Argument-Based Approach to Validation
Implications of Evidence‐Centered Design for Educational Testing
Role Theory
Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students
The Public and Its Problems
After virtue
"Testing for competence rather than for "intelligence
Triangulation 2.0
Dispositions as Virtues
The international state of research on measurement of competency in higher education
Theory Construction in Qualitative Research
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |