The Centre for Technology Based Assessment develops innovative technology based procedures for the survey of learning results. It conducts fundamental and application oriented research and supports educational research institutions and projects in developing and implementing technology based assessment. It also works in the field of national and international large scale studies, e. g. PISA, PIAAC or NEPS.
In 2007, TBA was founded as an interdisciplinary team linking the Information Center for Education and the department of Educational Quality and Evaluation at DIPF. Since 2010, the core of TBA has been institutionalised at DIPF, and it now constitutes the TBA Centre.
TBA Infrastructure. Science infrastructure activities at the TBA Centre serve the purpose of implementing technology based assessment procedures in empirical educational research. TBA infrastructure services include the development and provision of software tools, e. g. the CBA Execution Environment, the CBA ItemBuilder, MATE, TAO or TBA TOOLS. Moreover, the TBA Centre offers counselling services, training, planning and implementation, for instance in the areas of item development, item adaptation and translation, test development, implementation, and delivery technologies (offline, online, mobile).
TBA Research. Amongst others, research activities at the TBA Centre target improvements of validity and efficiency of measurement instruments by use of technology, modelling of process data, instructional use of assessment data and research data management. This research orientation is most of all enabled by rooting the TBA Centre in the Centre for International Student Assessment (ZIB), that is the ZIB Professorship for Educational and Psychological Assessment, focusing on technology based applications, in the Department of Educational Quality and Evaluation. At TBA, research orientation is further developed by a professorship in informatics that has been complementarily established at the Information Center for Education.
Projects by Centre of Technology Based Assessment respectively with its participation
- Computer-Based, Adaptive and Behaviour-Related Assessment of Information and Communication-Related Competencies (ICT skills) in PISA
- In the context of a co-operative project an instrument will be developed for the computer-based, adaptive and behaviour related PISA assessment of ICT-skills of 15-year old students.
- EDK System Monitoring
- Testing basic competencies of pupils by the Swiss Conference of Cantonal Ministers of Education (EDK)
- KoMo ICT
- The project aims at the empirical investigation of cognitive and motivational facets of ICT literacy, i.e. the ability of a competent use of information and communication technologies.
- National Educational Panel Study
- The National Educational Panel Study (NEPS) is a multi-cohort longitudinal study that should provide - with the focus on the assessment of competencies - a basis for the analysis of educational opportunities and educational transitions.
- PIAAC-LN (Leibniz Network)
- PIAAC-LN at DIPF - competencies in PIAAC and general cognitive skills: The sub-project at DIPF investigates whether and to what extent competence tests, for example those implemented in PIAAC, measure something different than only general cognitive skills.
- Process Data for Competence Modelling
- ProCom is an interdisciplinary project for the use of process data for competence modelling on the basis of field test data from the PIAAC study.
- Profan - Process indicators: from explaining successful work on tasks to formative assessment
- Data from the PISA 2012 study will be used to analyse processes of complex problem solving and reading of digital texts.
- Programme for the International Assessment of Adult Competencies Round 2 and Round 3
- Continuation of the international computer based assessment for the investigation of everyday competencies of adults (Programme for the International Assessment of Adult Competencies, Round 2 and Round 3)
- Response Time Control
- The project ReTiCo (Response Time Control) aims at controlling and modeling response times in competence tests.
- Sensory assessment of motivational indicators for governing adaptive learning contents
- Measurement data from wearables will serve to determine the degree of motivation to achieve successfully adapting learning contents
- Study on the Development of All-Day Schools
- Since 2005, the study has assessed the development of all-day schools across federal states in Germany.