Measurement issues and instrument development

Measuring skills, attitudes and conceptions is a hard nut to crack for both practitioners and researchers alike. At Edubron we have a major line of research that is specifically focused on the ‘problematics of measurement’. This involves both applied and fundamental research. In terms of applied research our key concerns centre on the concrete development and validation of measuring instruments for specific contexts. Topics in the field of fundamental research are, inter alia:  research into the merits of alternative methods of measuring skills (or broader competences); research into cognitive processes among assessors during competency measuring; research into the preconditions for the use of measuring instruments with different groups or at different measuring moments (measurement invariance); and research into the validity of conclusions based on self-evaluation instruments. 

Recent publications

Donche, V., de Maeyer, S., Gijbels, D., & van den Bergh, H. (2015). Methodological challenges in research on student learning. Methodologie en statistiek. Antwerpen: Garant. 

Coertjens, L., Van Daal, T., Donche, V., De Maeyer, S., Vanthournout, G., & Van Petegem, P. (2013). Analysing change in learning strategies over time : a comparison of three statistical techniquesStudies in Educational Evaluation, 39, 49-55. 

Jacobs, K., Struyf, E., en De Maeyer, S. (2013). The socio-emotional guidance questionnaire (SEG-Q) : construct validity and invariance across teacher groups. Journal of Psychoeducational Assessment.