Evaluation
In this specialisation two aspects can be
distinguished. The first aspect covers advanced research and evaluation methods. Apart
from the more familiar advanced data analysis methods, some relatively new procedures
(e.g. multi-level models) will be emphasised. The second aspect focuses on advanced
measurement models. This aspect includes educational measurement models and principles, as
applied to examinations, certifications, national assessment studies and other forms of
educational evaluation.
Elective courses:
- Cost Effectiveness and HRD Evaluation
(195511)
- Evaluation (191203)
- Introduction to Psychometric Theory
(196018)
- Optimal Design of Achievement Tests
(1995760)
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Cost Effectiveness and HRD Evaluation |
 |
| Dr. Bob Witziers |
The goals of corporate training are in many cases to improve employees' performance. An important issue of the training enterprise then is to evaluate whether this improvement has occurred. This is even more the case due to recent need in business and industry to account for HRD-efforts. HRD-professionals are required to clarify that their efforts contribute to the achievement of the organisational goals. Therefore the overall objective of this course is to make (future) HRD-professionals knowledgeable about the question "How to conduct an evaluation of training in corporate settings?". More specifically course participants will learn about the need for evaluating HRD efforts, conceptual models to assess the outcome of HRD-efforts, the design of instruments to assess outcomes of HRD efforts, designs of evaluations in a training context, factors affecting the outcomes of HRD programmes, how to determine and assess costs and benefits of HRD programmes, and how to collect and analyse data.
Study materials:
Phillips, J.J. (1997). Return on investment in training and performance improvement
programs.
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Evaluation |
 |
| Dr. Hans Luyten |
Evaluation is an important tool for the educational technologist. When designing an educational intervention (e.g. school level policy, an instructional software programme, a curriculum, etc.) major questions are: "For which problem should the intervention be designed?", "Is the intervention successful in reaching its goals?", and "How can we assess in a valid and reliable way whether the intervention has reached its goals?" The course will focus on these kinds of questions. More specifically, attention will be paid to: (a) the concept of evaluation, (b) diagnostic procedures, (c) programme monitoring for evaluation and management, (d) strategies for impact assessment, (e) randomised designs for impact assessment, (f) quasi-experimental impact assessments, and (g) cost-effectiveness. Please note that the emphasis will be on the methodological aspects of conducting evaluations.
Study materials:
Rossi, P.H., Freeman, H.E., & Lipsey, M.W. (1999). Evaluation: A systematic
approach.
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Introduction to Psychometric Theory |
 |
| Dr. Ir. Hans Vos |
This course gives an introduction to the theory and models that can be used to describe the answering behaviour of persons to ability tests or achievement tests. An introduction to both classical test theory as well as item response theory (IRT) is given. Several models and their assumptions are being discussed. Topics like the estimation of ability, information functions, model-data fit and test development are considered. Topics related to test theory may be chosen that are of special interest to the student. The literature is being discussed in small groups where each student prepares and discusses part of the literature. The final assignment consists of analysing a dataset with several IRT models using several computer packages. The student is encouraged to analyse his/her own data if such a dataset is available.
Study materials: Handouts
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Optimal Design of Achievement Tests |
 |
| Prof. Dr. Wim van der Linden |
The purpose of this course is to make students familiar with the idea of test construction as an optimal design problem; that is, as a problem that can be formalised as an instance of constrained optimisation. The first part of the course offers a refresher of classical and modern test theory as well as an introduction to the technique of Linear Programming (LP). In the second part of the course, students are introduced to a large variety of test construction problems. Also, they will be instructed how to solve them using an LP or a more specialised test construction software package.
Study materials: Handouts
Other programme elements
Click on a link below to learn more about the main phases of the programme (or elements
thereof).
- Introductory Module
(2 weeks)
- Core Phase (18 weeks) - 6 Core Courses
- Specialisation Phase
(24 weeks) - 6 Specialisations
- Organisation & Management - Curriculum - Instruction - Instrumentation - Evaluation - Training Systems Design for HRD
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© University of Twente, 2002
