INTERNATIONAL DIMENSIONS IN ASSESSMENT

1. INTERNATIONAL DIMENSIONS IN ASSESSMENT

2. Overview. . • Meaning • History • Need for International Assessment • Research Framework • Issues • Components • Credentialing • Credit • GPA

3. Meaning • International dimension literally means ‘between countries’- as in international relationships. • The study of assessment as it manifests in different countries.

4. What is International Assessment? International assessments can provide countries with information that allows them to identify areas of relative strengths and weaknesses and monitor the pace of progress of their education system

5. WHAT IS INTERNATIONAL ASSESSMENT? • stimulate countries to raise aspirations by showing what is possible in education in terms of the quality, equity, and efficiency of educational services provided. • foster better understanding of how different education systems address similar problems

6. HISTORY OF INTERNATIONAL ASSESSMENT • 1950-1960 : The discourse on international comparisons of learning outcomes started to emerge . • 1958 : An expert group led by William Douglas Wall of UNESCO’s International Institute of Education in Hamburg, Germany, conducted a feasibility study to compare student performance internationally. • The International Association for the Evaluation of Educational Achievement (IEA) emerged out of this .

7. HISTORY . . . • 1998-The U.S. Education Testing Service conducted the International Assessment of Educational Progress (IAEP) in 1998 and a follow-up study in 1991. • The latest generation of international assessments has been developed by the OECD as part of the Program for International Student Assessment (PISA). • PISA is currently the most rigorous and also the most comprehensive international assessment.

8. Needs for International dimension in Assessment • Global job market • Influx of foreign workers with unknown qualifications. • To increase the visibility of the qualifications of their own members abroad. • In Europe, several of these organizations are now in the process of equating their certifying examinations. • The attempts to make degrees and certificates comparable could be a systematic input from international educational assessments.

9. Research Frameworks of International Assessments OECD and IEA: • Context: measures of student learning outcomes • Background information collected from students, principals, and sometimes teachers and parents • Interpretation: the observed variation in learning outcomes between students, classrooms, schools, and education systems.

10. Research Frameworks. . • Three research areas (learning outcomes, policies shaping education outcomes, and factors that constrain policies and outcomes) to • four levels of the education system (individual learners, classrooms or instructional settings, educational institutions and providers of educational services, and the education system as a whole).

11. Issues related to International Assessment • Putting national targets into a broader perspective • Assessing the pace of change in educational improvement • Design Issues and Challenges for International Assessments • Cross-country validity and comparability in the assessment instruments • Establishing the assessment domains • Reflecting national, cultural, and linguistic variety • Selecting assessment nature and form • Ensuring external validity • Comparability of the target populations • Comparability in survey implementation

12. Components of International Dimensions in Assessment • Credentialing, • Calculating or converting credit hours • Calculating the grade point average

13. CREDENTIALING • A credential is an attestation of qualification, competence, or authority issued to an individual by a third party with a relevant or de facto authority or assumed competence to do so. • Examples of credentials include academic diplomas, academic degrees, certifications, security clearances, identification documents, badges, passwords, user names, keys, powers of attorney, and so on.

14. Credentialing. . . • The Nurse Credential recognises the skills, expertise and experience of nurses. It demonstrates that an individual nurse has achieved the professional standard for practice • Credentialing is a core component of clinical/professional governance or self regulation where members of a profession set standards for practice and establish a minimum requirement for entry, continuing professional development, endorsement and recognition.

15. Credentialing. . . • Registered nurses working in specialised fields and other disciplines have developed credentialing as a means to ensure standards of practice and competence within their specialist domain beyond entry to practice.

16. Credentialing. . . • Credentialing is an administrative procedure to examine information about a practitioner's education, certification, training, continuing education, and experience or actions by the Board of Registration • Credentials relate to the qualification of an individual to practice in their state within the scope of practice for that individual's profession. • Factors stimulating credentialing - globalization, competition, consumerism, and telecommunication.

17. Principles of Credentialing (ANA) • In addition to benefitting and protecting the public, credentialing also benefit those who are credentialed. • The legitimate interest of the involved occupation or institution and of the general public should be reflected in each credentialing mechanism. • Accountability should be an essential component of any credentialing process. • A system of checks and balances within the credentialing system should assure equitable treatment for all patient involved.

18. Principles . . . • Objective standards and criteria and persons competent in their use are essential to the credentialing process . • Professional identity and responsibility should evolve from the credentialing process. • An effective system of role delineation is fundamental to any credentialing mechanism for individuality. • Periodic assessment with potential for sanction are essential components of an effective credentialing mechanism.

19. Principles . . . • An effective system of programme identification is fundamental to any credentialing mechanism for the institutions. • Co-ordination of credentialing mechanism should lead to efficiency and cost effectiveness and avoid duplication. • Widely accepted definitions and terminologies are basic to an effective credentialing system. • Communications and understanding between health care providers and society should be facilitated through the credentialing process.

20. Organisations providing Credentialing Services ANCC- American Nursing Credentialing Center Identification: It credentials nurses in a chosen field of specialty, ensures safe working environments, and provided accreditation for schools offering continuing education credits for nurses.

21. ANCC. . Types: • Credentialed in specialties such as surgical, pediatric, cardiac, community nursing, gerontology, home health nursing, psychiatric and pain management. • Advanced credentials can be obtained to work in diabetes management or other condition-specific fields, public health or in executive positions.

22. ANCC. . Considerations: • first hold a degree in nursing from an accredited college. • must choose a specialty. • take courses either in person, online or by reading manuals. • work for a specific period of time as a nurse before applying. • Depending on specialty, may also have to complete a certain number of hours working in your field.

23. ANCC. . . Time Frame: vary in length - in person, online or through self study with books and manuals. Benefits: • keeps up to date on the latest treatment options and research. • Changing Medical knowledge • stay on top of recent developments. • Increase salary

24. American Credential Evaluation Services Since 1995, ACES has provided assistance to individuals who have completed their education in any foreign country in the world and translate and convert their educational documents (degree, diploma, certificate, and transcript) into the U.S. educational equivalency. Evaluation equivalency report may be used for: • Immigration • Employment • Education • Licensing • Military Enlistment

25. AECS. . . Four types of evaluation services: • Educational Evaluation Report (Document by Document) • Professional Work Experience • Course by Course • Position Evaluation

26. AECS. . . A. Educational Evaluation Reports • the foreign academic credentials of the applicant. • determine the applicant's level of education, the number of years completed and the specialization of the applicant.

27. AECS. . . B. Professional Work Experience Evaluations: - evaluate the applicants' education (if applicable), as well as their work experience. C. Course by Course Evaluations: - educational evaluation report - list the courses the applicant has taken - the grades received - and the credit equivalence earned in the United States.

28. AECS. . . D. Position Evaluations: analyze the job duties of a particular position - determine if the job duties of the position are so complex.

29. CALCULATING GPA AND CREDIT HOURSGRADE POINT AVERAGE • Grades are standardized measurements of varying levels of comprehension within a subject area. • Grades can be assigned in letters (for example, A, B, C, D, or F), as a range (for example 4.0–1.0), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a grade point average (GPA).

30. GPA. . . • A Cumulative Grade Point Averageis a calculation of the average of all of a student's grades for all semesters and courses completed up to a given academic term, whereas the GPA may only refer to one term.

31. GPA. . . GPA Calculation: • Multiply the number of course credits/semester hours for each course by the grade point values associated with the grade received in that course. • Add all of those totals together and divide that sum by the total number of course credits/semester hours.

32. NOTE: All GPAs are truncated to three decimal points.Here are some examples of semester GPA calculations:

33. Cumulative grade point average • Cumulative Grade Point Average (GPA) refers to the overall GPA, which includes dividing the number of quality points earned in all courses attempted by the total degree-credit hours in all courses. • It is the final grade point obtained after an year. It refers to the average of all the averages of all the subjects.

34. CREDIT HOURS • Credit hours are effectively how many hours per week you are in that class. • The number of hours you receive for taking a class. It's roughly equivalent to the amount of time you will spend in class (i.e., a 3 hour class means you will probably have 3 1-hour lectures during the week).

35. CONVERTING CLOCK HOURS INTO CREDIT HOURS • Lecture Hours: Instructional hours. • Lecture Credit Hours: Semester Credits – Must teach a minimum of 15 lecture hours to award 1 semester credit hour (divide lecture hours by 15). • Quarter Credits – Must teach a minimum of 10 lecture hours to award 1 quarter credit (divide lecture hours by 10).

36. Laboratory Hours: Instructional hours consisting of supervised student practice of a previously introduced theory/principle during which practical skills and knowledge are developed and reinforced. • Laboratory Credit Hours: Semester Credits – Must teach a minimum of 30 laboratory hours to award 1 semester credit (divide laboratory hours by 30). • Quarter Credits – Must teach a minimum of 20 laboratory hours to award 1 quarter credit (divide laboratory hours by 20).

37. Externship/Internship Hours: Instructional hours consisting of supervised work experience activities related to skills/ knowledge acquired during the training program. • Externship/Internship Credit Hours: Semester Credits – Must teach a minimum of 45 externship hours to award 1 semester credit (divide externship/ internship hours by 45).

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