Measuring cognitive competencies.

Autor/in	Trautwein, Ulrich
Titel	Measuring cognitive competencies. Gefälligkeitsübersetzung: Messung kognitiver Kompetenz.
Quelle	Aus: Building on progress. Expanding the research infrastructure for the social, economic and behavioral sciences. Vol. 2. Opladen: B. Budrich (2010) S. 769-782 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-940755-58-2
Schlagwörter	Kompetenz; Empirische Forschung; Längsschnittuntersuchung; Vergleichende Forschung; Intelligenz (Psy); Kognitive Kompetenz; Psychometrie; Test; Schüler; Schülerin; Schulleistung; Messung; Daten; Infrastruktur; Methodenvergleich; Qualität; Standardisierung; Deutschland
Abstract	"The systematic assessment of key cognitive competencies is of great scientific and societal interest, as is the availability of high-quality data on cognitive competencies. In order to make well informed decisions, politicians and educational authorities need reliable data about the effectiveness of formal and non-formal educational environments. Similarly, researchers need strong data to test complex theoretical models about how individual biographies are shaped by the interplay between individual and institutional affordances and constraints. There are countless datasets that offer some form of information on competencies, such as the respondents' years at school and their school grades. Such data are relatively easy to collect. When it comes to making informed political and educational decisions, however, there are increasing calls for a more systematic use of standardized competency tests. Yet the production, storage, and use of standardized test data on competencies in specific domains is expensive, complex, and timeconsuming. This advisory report argues that there is a paucity of adequate data on cognitive competencies in important domains, and especially a lack of longitudinal data from standardized competency tests. Moreover, in the case of many important questions there are no good alternatives to high-quality standardized tests of cognitive competencies. Finally, it outlines some challenges in the construction and application of standardized competency tests and makes several recommendations." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/3