Evaluating an assessment battery for a multi-disability commercial college
Date
2016-08-12
Authors
Blomson, Glynda
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Abstract
The present research study evaluated an unresearched assessment battery used to determine
student trainability at a multi-disability commercial college.
The issues of validity - specifically criterion-related validity and content-related validity and
dynamic assessment were the main focus of the study. Revisions to the assessment battery
where necessary were recommended,
Fifty-two students from the multi-disability college formed the sample population for
establishing the criterion-related validity of the assessment battery. Students assessment results
were correlated with the number of credits .hey obtained on course completion using the Pearson
Product Moment Correlation Coefficient. This research established that useful inferences about
student trainability could be made from the existing assessment battery scores.
Establishing the content-related validity of the assessment battery was a two foid process.
Firstly, course lecturers completed a self-administered questionnaire to determine what skills/
attributes were necessary for success in the four courses offered at the College. Secondly, a
workshop was held with a multi-disciplinary team of professionals to determine what skills/
attributes were being tapped by the various sub-tests of the battery. It was established that
twelve of the skills/attributes necessary for course success were not tapped on the existing
assessment battery. Measures which tap these skills/attdbutes need to be included in the
assessment battery so that its content validity can be established.
Given the controversy relating to standardised/static testing it was important to research the
relevance and usefulness of the introduction of a dynamic assessment component to the existing
battery. Dynamic assessment would allow for learning potential to be tapped. Analyses of
variance were conducted to determine the relationships between the variables - race, educational
level and type of disability with performance on the assessment battery. The significant
relationships between educational level and performance and type of disability and performance
Description
A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, 1995.