Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education

Research output: Contribution to journalArticleAcademicpeer-review

8 Citations (Scopus)

Abstract

Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational practice based on CB-qualification frameworks. A pilot study showed face validity of the competency constructs and indicators according to students from various levels in tertiary education. The results of the principal components analyses and parallel analyses, using data from 351 secondary vocational education and academic students, show more construct validity and robustness for competency constructs that are concrete and easy to relate to specific situations (e.g., “applying expertise”) compared with the abstract competencies (e.g., “deciding and initiating”). This article sets out implications for designing and administrating uniform competency self-reports across educational levels and discusses suggestions for subsequent research.
Original languageEnglish
Pages (from-to)429-440
JournalJournal of Psychoeducational Assessment
Volume32
Issue number5
DOIs
Publication statusPublished - 2014

Fingerprint

Mental Competency
Self Report
construct validity
Education
Reproducibility of Results
Students
education
Principal Component Analysis
Research
qualification
student
evaluation

Cite this

@article{9f218fe3507340609cf6475088c532a1,
title = "Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education",
abstract = "Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational practice based on CB-qualification frameworks. A pilot study showed face validity of the competency constructs and indicators according to students from various levels in tertiary education. The results of the principal components analyses and parallel analyses, using data from 351 secondary vocational education and academic students, show more construct validity and robustness for competency constructs that are concrete and easy to relate to specific situations (e.g., “applying expertise”) compared with the abstract competencies (e.g., “deciding and initiating”). This article sets out implications for designing and administrating uniform competency self-reports across educational levels and discusses suggestions for subsequent research.",
author = "A.E. Khaled and J.T.M. Gulikers and H. Tobi and H.J.A. Biemans and C. Oonk and M. Mulder",
year = "2014",
doi = "10.1177/0734282914523913",
language = "English",
volume = "32",
pages = "429--440",
journal = "Journal of Psychoeducational Assessment",
issn = "0734-2829",
publisher = "SAGE Publications",
number = "5",

}

TY - JOUR

T1 - Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education

AU - Khaled, A.E.

AU - Gulikers, J.T.M.

AU - Tobi, H.

AU - Biemans, H.J.A.

AU - Oonk, C.

AU - Mulder, M.

PY - 2014

Y1 - 2014

N2 - Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational practice based on CB-qualification frameworks. A pilot study showed face validity of the competency constructs and indicators according to students from various levels in tertiary education. The results of the principal components analyses and parallel analyses, using data from 351 secondary vocational education and academic students, show more construct validity and robustness for competency constructs that are concrete and easy to relate to specific situations (e.g., “applying expertise”) compared with the abstract competencies (e.g., “deciding and initiating”). This article sets out implications for designing and administrating uniform competency self-reports across educational levels and discusses suggestions for subsequent research.

AB - Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational practice based on CB-qualification frameworks. A pilot study showed face validity of the competency constructs and indicators according to students from various levels in tertiary education. The results of the principal components analyses and parallel analyses, using data from 351 secondary vocational education and academic students, show more construct validity and robustness for competency constructs that are concrete and easy to relate to specific situations (e.g., “applying expertise”) compared with the abstract competencies (e.g., “deciding and initiating”). This article sets out implications for designing and administrating uniform competency self-reports across educational levels and discusses suggestions for subsequent research.

U2 - 10.1177/0734282914523913

DO - 10.1177/0734282914523913

M3 - Article

VL - 32

SP - 429

EP - 440

JO - Journal of Psychoeducational Assessment

JF - Journal of Psychoeducational Assessment

SN - 0734-2829

IS - 5

ER -