Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study
Informed study decisions are pivotal for student retention in higher online education. A self-assessment prior to enrolment has been proposed as a promising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decis...
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| Format: | Article |
| Language: | English |
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izzet kara
2022-06-01
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| Series: | International Journal of Assessment Tools in Education |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/1811646 |
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| author | Laurie Delnoij José Janssen Kim Dirkx Rob Martens |
| author_facet | Laurie Delnoij José Janssen Kim Dirkx Rob Martens |
| author_sort | Laurie Delnoij |
| collection | DOAJ |
| description | Informed study decisions are pivotal for student retention in higher online education. A self-assessment prior to enrolment has been proposed as a promising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decision-making process as intended, thorough and careful validation is a necessity. This study reports on two validity aspects that are less commonly addressed in that respect, but essential for evaluating effectiveness: response processes and consequences of (self-) testing. To map the response processes and consequences of the current self-assessment, a mixed-methods approach was used in which eight prospective students took a self-assessment in an observed think-aloud mode and were interviewed before and after that. Results show different response processes depending on the type of subtest that is taken. The results also indicate that consequential aspect of validity must be considered in the context of decision-making phases. The demonstrated evidence and possible threats to validity are discussed in light of refining the self-assessment and embedding it in counselling practice. |
| format | Article |
| id | doaj-art-ef2e33affcde4e269aa1fed94ed7558b |
| institution | OA Journals |
| issn | 2148-7456 |
| language | English |
| publishDate | 2022-06-01 |
| publisher | izzet kara |
| record_format | Article |
| series | International Journal of Assessment Tools in Education |
| spelling | doaj-art-ef2e33affcde4e269aa1fed94ed7558b2025-08-20T02:13:15Zengizzet karaInternational Journal of Assessment Tools in Education2148-74562022-06-0192376396618Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation StudyLaurie Delnoij0https://orcid.org/0000-0001-6363-5714José Janssen1https://orcid.org/0000-0002-5104-7648Kim Dirkx2https://orcid.org/0000-0001-8014-0916Rob Martens3https://orcid.org/0000-0001-7193-8125Maastricht UniversityOpen UniversiteitOpen UniversiteitOpen UniversiteitInformed study decisions are pivotal for student retention in higher online education. A self-assessment prior to enrolment has been proposed as a promising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decision-making process as intended, thorough and careful validation is a necessity. This study reports on two validity aspects that are less commonly addressed in that respect, but essential for evaluating effectiveness: response processes and consequences of (self-) testing. To map the response processes and consequences of the current self-assessment, a mixed-methods approach was used in which eight prospective students took a self-assessment in an observed think-aloud mode and were interviewed before and after that. Results show different response processes depending on the type of subtest that is taken. The results also indicate that consequential aspect of validity must be considered in the context of decision-making phases. The demonstrated evidence and possible threats to validity are discussed in light of refining the self-assessment and embedding it in counselling practice.https://dergipark.org.tr/tr/download/article-file/1811646study decisionsself-assessmentvaliditymixed-methodshigher educationstudy decisionsself-assessmentvaliditymixed-methodshigher education |
| spellingShingle | Laurie Delnoij José Janssen Kim Dirkx Rob Martens Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study International Journal of Assessment Tools in Education study decisions self-assessment validity mixed-methods higher education study decisions self-assessment validity mixed-methods higher education |
| title | Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study |
| title_full | Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study |
| title_fullStr | Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study |
| title_full_unstemmed | Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study |
| title_short | Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study |
| title_sort | towards an online self assessment for informed study decisions a mixed methods validation study |
| topic | study decisions self-assessment validity mixed-methods higher education study decisions self-assessment validity mixed-methods higher education |
| url | https://dergipark.org.tr/tr/download/article-file/1811646 |
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