Projects
HeMiBio (related to project EU376-B) Vrije Universiteit Brussel
In the project we made the following advances beyond the state of the art:
1. CELLS: We characterized for the first ...
Assessing high-stakes assumptions. A longitudinal mixed-methods study of university entrance language tests, and of the policy that relies on them. KU Leuven
Scientific summary
In Flanders, Belgium, most international L2 students are required to pass a B2 Dutch language test before they can enroll at university. Students who spent the final two years of secondary school in Flanders are exempt from this requirement. The two main tests used in the international L2 admission policy, are ITNA and STRT.
Even though these tests are used for the same purpose, they differ substantially in ...
Applications of refined psychometric models for (inter)national large-scale assessments KU Leuven
The present dissertation covers four studies that investigate different aspects of (inter)national large-scale assessments by extending standard psychometric models to address issues concerning (a) screening for cheating in high-stakes assessments; (b) changes in students’ ability during a test; (c) dealing with missing responses; and (d) response style patterns in student self-reported questionnaires.
High-stake assessments can ...
Validation of positioning tests for higher STEM education – an argument-based approach KU Leuven
Choosing a higher education study program is no small feat. In Flanders, prospective students have 602 initial Bachelor’s programs to choose from. It can be difficult for them to assess the match or mismatch between their interests and starting competencies on the one hand, and the content of the study programs and expected level of those starting competencies on the other hand. With few exceptions, admission to Flemish higher education is ...
Examining high-stakes language tests for migrants: effectiveness, validity and bias Ghent University
Over the past decade it has become standard practice in European countries to use language tests as part of migration and integration policy. The fact that the empirical evidence supporting the use of language tests as a proxy for integration, is rather thin has not stopped these policies from gaining traction worldwide. This research project holds that policy against the light in terms of validity, effectiveness and fairness. In doing so, we ...
Determining sample requirements for modeling and reporting (stability of) school value-added estimates: sample size, inter-school student mobility and sample heterogeneity KU Leuven
Within the context of school accountability systems, many countries use value added (VA)-estimates as indicators of the educational quality or effectiveness of their schools. A fundamental issue in this field is the (in)stability of VA estimates across time, i.e., the extent to which school effects persist over successive cohorts of students. VA-estimates are less stable, i.e., less reliable, especially for primary schools and for schools ...
Determining sample requirements for modeling and reporting (stability of) school value-added estimates: sample size, inter-school student mobility and sample heterogeneity KU Leuven
Certificate Dutch as a Foreign Language KU Leuven
The parties are jointly committed to the qualitative deepening of the certification of learners of Dutch as a Foreign Language. The collaboration focuses on the development and organization of scientific research substantiated language tests on the basis of which a recognized proof of linguistic performance on the levels A2, B1, B2 and C1 of the Common European Framework of Reference for Modern Foreign Languages (CEFR) can be awarded. 1.2. ...
Exploring the potential of alternative assessment designs for multilingual children in primary education. Ghent University
The proposed research evaluates whether monolingual testing practice can provide a complete picture of multilingual (ML) pupils’ abilities in content-related areas (e.g. science). In traditional tests, these pupils receive the test items and respond to them in the school language only. The hypothesis to be tested is whether monolingual testing practice crucially overlooks some of the pupils’ competencies, whereas ML testing may result in more ...