Technology-based assessment. A theoretical framework, psychometric modeling, and substantial issues in the assessment of cognitive abilities.

Autor/in	Steger, Diana
Titel	Technology-based assessment. A theoretical framework, psychometric modeling, and substantial issues in the assessment of cognitive abilities.
Quelle	Bamberg: Otto-Friedrich-Universität Bamberg (2019), 36, 30, 39, 38, 30 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit Dissertation, Otto-Friedrich-Universität Bamberg, 2019.
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
DOI	10.20378/irb-47740
Schlagwörter	Metaanalyse; Testkonstruktion; Kognitive Kompetenz; Intelligenztest; Psychodiagnostik; Psychometrie; Testdurchführung; Datenerfassung; Computerunterstütztes Verfahren; Messverfahren; Technologiebasiertes Testen; Konzeption; Leistungsmessung; Modell; Mobiles Gerät
Abstract	New assessment technologies yield the potential to shape the way we conduct research in general and how we assess data in particular. On the one hand, technology-based assessment has many advantages, as for example the accessibility of large and diverse samples, the possibility to collect data on dynamic processes, and the opportunity to assess auxiliary data. On the other hand, potential caveats of technology-based assessment include for example decreasing control over the test setting, multi-dimensional and complex data structures, or concerns about ethics and data security. Whether the benefits or the disadvantages outweigh in a given context should be decided on a case-by-case basis. Hence, in this thesis, I focus on the application of technology-based assessment to the measurement of cognitive abilities, starting with an examination of the impact of proctored versus unproctored settings on cognitive ability tests (Manuscript 1). Next, I present a smartphone-based assessment of declarative knowledge (Manuscript 2). Declarative knowledge is a psychological construct that is particularly hard to measure with traditional means, which is why smartphone-based assessment is a promising candidate to facilitate its measurement. Lastly, I demonstrate how auxiliary data from technology-based assessment can be used to predict cheating in unproctored knowledge assessments (Manuscript 3) and how this approach can be used to secure data quality of assessments conducted in unproctored settings. Taken together, these manuscripts explore substantial issues in the technology-based assessment of cognitive abilities and demonstrate a) that some of the drawbacks can pose a substantial threat to the data quality of technology-based assessment, b) that technology-based assessment, however, has the potential to assess psychological constructs that are hard to measure otherwise, and c) how features of technology-based assessment can be used to restore data quality. In the epilogue, I discuss the findings in light of existing literature on advantages and challenges of technology-based assessments and outline future directions for the technology-based assessment of cognitive abilities in general and declarative knowledge in particular. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2