The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills
Abstract
The assessment of higher-order skills in higher education has gained popularity internationally. In order to accurately measure the skills required for working in the 21st century, a shift in assessment strategies is required. More specifically, assessments that only require the recall of factual knowledge have been on the decline, whereas assessments that evoke higher-order cognitive skills are on the rise. The purpose of this chapter is to discuss and offer strategies for mitigating bias for a computer-administered performance-based assessment of higher-order skills. Strategies to abate the effects of bias are discussed within the test design and test implementation stages. A case study of a successful adaptation and translation of CAE's Collegiate Learning Assessment (CLA+) is presented to guide the discussion throughout the chapter.
Related Content
Agah Tugrul Korucu, Handan Atun.
© 2017.
18 pages.
|
Larisa Olesova, Jieun Lim.
© 2017.
21 pages.
|
JoAnne Dalton Scott.
© 2017.
20 pages.
|
Geraldine E Stirtz.
© 2017.
25 pages.
|
Enilda Romero-Hall, Cristiane Rocha Vicentini.
© 2017.
21 pages.
|
Beth Allred Oyarzun, Sheri Anderson Conklin, Daisyane Barreto.
© 2017.
21 pages.
|
Nikolina Tsvetkova, Albena Antonova, Plama Hristova.
© 2017.
24 pages.
|
|
|