OECD Skills Studies The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies

OECD Skills Studies The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies

The OECD's Programme for the International Assessment of Adult Competencies (PIAAC) represents a comprehensive international comparative assessment of the information processing skills of adults vital for the full participation in social and economic life in the 21st century. PIAAC is now in it...

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Detalles Bibliográficos
Autor principal: Organisation for Economic Co-operation and Development (author)
Autor Corporativo: Organisation for Economic Co-operation and Development, author (author)
Formato: Libro electrónico
Idioma:Inglés
Publicado: Paris, France : OECD Publishing [2021]
Edición:First edition
Materias:
Problem solving > Ability testing.
Competency-based education.
Elementary education of adults.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009703573506719
Tabla de Contenidos:
  • Intro
  • Foreword
  • Acknowledgements
  • Executive summary
  • 1 The assessment frameworks for Cycle 2 of PIAAC: An introduction and overview
  • Introduction
  • The PIAAC assessment
  • Instrumentation
  • Assessment frameworks
  • Coverage of the constructs
  • Factors affecting the difficulty of assessment tasks
  • Authenticity of tasks
  • Content appropriate to the entire adult population
  • Assessment at low skill levels: Reading and numeracy components
  • The evolution of assessment frameworks in international adult assessments
  • Developments in literacy
  • Developments in numeracy
  • Developments in problem solving
  • Relationship of the PIAAC and PISA assessments
  • The framework documents
  • References
  • Annex 1.A. Summary of the evolution of assessment frameworks - from IALS to PIAAC Cycle 2
  • Notes
  • 2 PIAAC Cycle 2 assessment framework: Literacy
  • Introduction
  • The second PIAAC study in the context of past international literacy studies
  • Developments between IALS and PIAAC
  • Information technology and the changing nature of literacy
  • Evolution of the PIAAC Cycle 2 Literacy domain in comparison with previous frameworks
  • Definition of literacy
  • Core dimensions of the literacy domain
  • Cognitive task demands
  • Accessing text
  • Understanding
  • Evaluating
  • Texts
  • Text types
  • Text format: Continuous, non-continuous and mixed texts
  • Text organisation: Layout, content representation and access devices
  • Source: Single vs. multiple texts
  • Social contexts
  • Assessing literacy
  • General organisation of literacy tasks
  • Response formats
  • Adaptive testing design
  • Recommended distribution of items
  • Recommended distribution by cognitive task demands and number of sources
  • Recommended distribution by context
  • Distribution across other relevant dimensions
  • The role of fluent reading, engagement and metacognition.
  • Factors driving task difficulty
  • References
  • Note
  • 3 PIAAC Cycle 2 assessment framework: Numeracy
  • Introduction
  • Structure of the chapter
  • Why have an assessment framework and construct for PIAAC?
  • The assessment of numeracy in PIAAC
  • Review report
  • Some new issues
  • Big Ideas in mathematics
  • Number sense
  • Embeddedness, authenticity, numerate behaviour and practices
  • Rationale for assessing numeracy in PIAAC
  • Conceptual and theoretical foundations
  • Developing perspectives on adult numeracy
  • Common use of the term numeracy in the 2000s
  • Competence versus skill
  • Numerate behaviour and practices
  • Theoretical developments and foundations
  • Contexts and demands for numeracy
  • Implications of 21st century skills and demands on numeracy needs
  • The role of numeracy in adults' lives
  • Numeracy in the workplace
  • Work in the 21st century
  • School mathematics versus everyday or workplace mathematics
  • School-based perspectives on numeracy and informed civic participation
  • A perspective on 21st century digital and technological implications
  • Further research issues arising from the review paper
  • Disposition to use mathematics
  • Seeing mathematics in a numeracy situation
  • Critical reflection and action
  • Degree of accuracy and tolerances
  • Authenticity, embeddedness and text-related reading demands
  • Big Ideas in mathematics
  • Towards a definition and description of numeracy for PIAAC Cycle 2
  • Full range of numeracy capabilities
  • Numeracy assessment construct in PIAAC Cycle 2
  • Numeracy in the ALL survey
  • Numeracy in PIAAC Cycle 1
  • Definition of numeracy for PIAAC Cycle 2
  • The major changes
  • Elaboration of numerate behaviour and practices
  • Enabling factors and processes
  • Context/world knowledge and familiarity
  • Literacy skills
  • Disposition, beliefs and attitudes.
  • Numeracy-related practices and experiences
  • Summary
  • The dimensions in PIAAC Cycle 2
  • Cognitive processes
  • Description
  • Access and assess situations mathematically (assess, identify, access and represent)
  • Key questions that drive the complexity of this process:
  • Act on and use mathematics (order, count, estimate, compute, measure, graph and draw)
  • Key questions that drive the complexity of this process:
  • Evaluate, critically reflect, make judgements (evaluate, reflect, justify and explain)
  • Key questions that drive the complexity of this process:
  • Mathematical content
  • Description
  • Quantity and number
  • Illustrative examples:
  • Space and shape
  • Illustrative examples:
  • Change and relationships
  • Illustrative examples:
  • Data and chance
  • Illustrative examples:
  • Context
  • Description
  • Personal
  • Work
  • Societal/community
  • Representations
  • Description
  • Text or symbols
  • Images of physical objects
  • Structured information
  • Dynamic applications
  • Operationalisation of the PIAAC numeracy assessment
  • Assessment developments
  • Computer-based assessment of mathematics and numeracy
  • Enhancing the assessment of numeracy in PIAAC Cycle 2
  • 21st century representation and interactivity
  • A dimension for reviewing assessment possibilities
  • Outcomes
  • Constraints and challenges to enhancing the assessment of numeracy in PIAAC Cycle 2
  • Constraints of the assessment design, platform and certain response types
  • Money/currency issues
  • Different measurement units
  • The PIAAC approach to assessment
  • Item pools and scale scores
  • Usage of calculators and other tools or objects
  • Basis for assessing numeracy in PIAAC Cycle 2
  • Blueprint for assessing numeracy in PIAAC Cycle 2
  • Cognitive processes
  • Content
  • Representations
  • Context
  • Factors explaining item/task complexity.
  • Relationship between PIAAC and PISA
  • The commonalities between PIAAC and PISA
  • Mathematical content
  • Contexts
  • Responses/actions
  • Item formats
  • General comments
  • Drivers/indicators of mathematical proficiency
  • Alignment of the two scales
  • Numeracy components
  • Introduction
  • Reading component skills
  • Rationale for the numeracy components assessment
  • Numeracy component skills - conceptual issues
  • Numeracy component skills - prerequisites or fundamentals?
  • Delivery and other constraints
  • Representations and reading demands
  • Time
  • Oral instructions and support
  • Using money
  • Item formats
  • Numeracy component skills - possible content
  • National and international frameworks
  • Number sense
  • Summary and where to next?
  • Numeracy component skills - the scope
  • The proposed numeracy components for PIAAC Cycle 2
  • Linguistic issues
  • Feedback from pilots
  • The questions and items being asked-How many ...?
  • The questions and items being asked-The biggest?
  • Timing
  • Automaticity/fluency
  • References
  • Notes
  • 4 PIAAC Cycle 2 assessment framework: Adaptive problem solving
  • Introduction
  • Adapting to dynamically changing situations: The importance of adaptive problem solving
  • The cognitive and metacognitive components of adaptive problem solving
  • Definition of adaptive problem solving
  • Explanation of the definition of adaptive problem solving
  • Example tasks "Dinner Preparation" and "Stock Market"
  • Example task: Dinner Preparation
  • Example task: "Stock Market"
  • Core dimensions of the APS domain
  • Task dimensions
  • Cognitive and metacognitive processes in adaptive problem solving
  • Cognitive processes
  • Problem definition: Mental model construction
  • Search solution: Identifying effective operators
  • Apply solution: Applying plans and executing operators
  • Metacognitive processes.
  • Problem definition: Setting goals and monitoring problem comprehension
  • Search for solution: Evaluating operators with respect to whether they can be executed
  • Apply solution: Monitoring progress and regulating the problem-solving process
  • Conclusions
  • Reporting proficiency in adaptive problem solving
  • Assessing adaptive problem solving
  • Anchoring the APS assessment in the task dimensions
  • Test design
  • Test administration
  • Design elements
  • Demands on literacy and ICT skills
  • Drivers of item difficulty
  • Assessing metacognitive processes
  • Item scoring and data capturing
  • General scoring principles
  • Log-file data
  • Adaptive problem solving in the nexus of related constructs and implications for PIAAC Cycle 2
  • Adaptive problem solving and literacy
  • Adaptive problem solving and proficient use of information and communications technology (ICT)
  • Adaptive problem solving and problem solving in technology-rich environments
  • Summary and conclusion
  • References
  • Annex 4.A. Description of difficulty drivers.

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