■教育进度测试是一种评估原则,用于衡量学生随时间的进步,例如,从开始到毕业。进度测试提供了有效的纵向形成性测量,可以衡量测试科目中个别学生的认知技能的增长,也是教育工作者监测课程中与基本兽医学习成果相关的潜在教育差距和不匹配的工具。
■丹麦的六个兽医教育机构,芬兰,德国(汉诺威),荷兰,挪威,瑞典与欧洲兽医教育机构协会(EAEVE)合作建立了一个通用的兽医物品存储库,可用于欧洲兽医教育机构(VE)的进度测试,线性和计算机自适应,涵盖EAEVE兽医科目和理论上的“第一天能力”。\"首先,创建了蓝图,确定了合适的项目格式,并建立了审批项目的质量保证程序。对这些物品进行了试验,以创建一个经过验证和校准的物品数据库,随后根据现代测试理论对反应进行了心理分析。
■总共,提交了1,836个项目,其中1,342个项目经审核员批准用于试验测试。所有学习年份的1,119名学生和所有合作伙伴VEs参加了六个项目试验中的一个或多个,收集了1,948份回复。使用Rasch建模(项目拟合分析,微分项函数,项目响应特征)。总共有821个经过校准的项目,这些项目符合兽医学生的能力,涵盖了兽医知识领域。
■项目库现已准备好用于欧洲兽医教育中的形成性进展测试。本文提出并讨论了可能的陷阱,问题,以及建立国际兽医进步测试时的解决方案。
UNASSIGNED: Progress testing in education is an assessment principle for the measurement of students\' progress over time, e.g., from start to graduation. Progress testing offers valid longitudinal formative measurement of the growth in the cognitive skills of the individual students within the subjects of the test as well as a tool for educators to monitor potential educational gaps and mismatches within the curriculum in relation to the basic veterinary learning outcomes.
UNASSIGNED: Six veterinary educational establishments in Denmark, Finland, Germany (Hannover), the Netherlands, Norway, and Sweden established in cooperation with the European Association of Establishments for Veterinary Education (EAEVE) a common veterinary item repository that can be used for progress testing in European Veterinary Education Establishments (VEEs), linear as well as computer adaptive, covering the EAEVE veterinary subjects and theoretical \"Day One Competencies.\" First, a blueprint was created, suitable item formats were identified, and a quality assurance process for reviewing and approving items was established. The items were trialed to create a database of validated and calibrated items, and the responses were subsequently psychometrically analyzed according to Modern Test Theory.
UNASSIGNED: In total, 1,836 items were submitted of which 1,342 were approved by the reviewers for trial testing. 1,119 students from all study years and all partners VEEs participated in one or more of six item trials, and 1,948 responses were collected. Responses were analyzed using Rasch Modeling (analysis of item-fit, differential item function, item-response characteristics). A total of 821 calibrated items of various difficulty levels matching the veterinary students\' abilities and covering the veterinary knowledge domains have been banked.
UNASSIGNED: The item bank is now ready to be used for formative progress testing in European veterinary education. This paper presents and discusses possible pitfalls, problems, and solutions when establishing an international veterinary progress test.