Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less. Marie Curie Debates about how best to test people from different contexts and backgrounds continue to hold the spotlight of testing and assessment. In an effort to contribute to the debates, the purpose of the study was to develop and evaluate the viability and utility of nonverbal figural reasoning ability items that were developed based on inspirations from African cultural artefacts such as African material prints, art, decorations, beadwork, paintings, et cetera. The research was conducted in two phases, with phase 1 focused on the development of the new items, while phase 2 was used to evaluate the new items. The aims of the study were to develop items inspired by African art and cultural artefacts in order to measure general nonverbal figural reasoning ability; to evaluate the viability of the items in terms of their appropriateness in representing the African art and cultural artefacts, specifically to determine the face and content validity of the items from a cultural perspective; and to evaluate the utility of the items in terms of their psychometric properties. These elements were investigated using the exploratory sequential mixed method research design with quantitative embedded in phase 2. For sampling purposes, the sequential mixed method sampling design and non-probability sampling strategies were used, specifically the purposive and convenience sampling methods. The data collection methods that were used included interviews with a cultural expert and colour-blind person, open-ended questionnaires completed by school learners and test administration to a group of 946 participants undergoing a sponsored basic career-related training and guidance programme. Content analysis was used for the qualitative data while statistical analysis mainly based on the Rasch model was utilised for quantitative data. The results of phase 1 were positive and provided support for further development of the new items, and based on this feedback, 200 new items were developed. This final pool of items was then used for phase 2 – the evaluation of the new items. The v statistical analysis of the new items indicated acceptable psychometric properties of the general reasoning (“g” or fluid ability) construct. The item difficulty values (pvalues) for the new items were determined using classical test theory (CTT) analysis and ranged from 0.06 (most difficult item) to 0.91 (easiest item). Rasch analysis showed that the new items were unidimensional and that they were adequately targeted to the level of ability of the participants, although there were elements that would need to be improved. The reliability of the new items was determined using the Cronbach alpha reliability coefficient (α) and the person separation index (PSI), and both methods indicated similar indices of internal consistency (α = 0.97; PSI = 0.96). Gender-related differential item functioning (DIF) was investigated, and the majority of the new items did not indicate any significant differences between the gender groups. Construct validity was determined from the relationship between the new items and the Learning Potential Computerised Adaptive Test (LPCAT), which uses traditional item formats to measure fluid ability. The correlation results for the total score of the new items and the pre- and post-tests were 0.616 and 0.712 respectively. The new items were thus confirmed to be measuring fluid ability using nonverbal figural reasoning ability items. Overall, the results were satisfactory in indicating the viability and utility of the new items. The main limitation of the research was that because the sample was not representative of the South African population, there were limited for generalisation. This led to a further limitation, namely that it was not possible to conduct important analysis on DIF for various other subgroups. Further research has been recommended to build on this initiative. / Industrial and Organisational Psychology

Kunskapsöversikten syftar till att belysa betygens funktion och rättvis bedömning i en svensk utbildningskontext. Översikten baseras på forskning som sammanställts från en systematisk informationssökningsprocess huvudsakligen förankrad i forskningsdatabasen Swepub.Tilläggsmaterial har sökts genom sekundärsökningar. Resultatdelen redovisar förhållandet mellan betygens funktion och rättvis bedömning i fyra delar. Ett inledande kapitel som ger ett historisktperspektiv på hur utbildningsverksamheten i Sverige förändrats i relation till betygsättning och bedömning. Därefter i de två följande kapitlen fördjupas kunskapen kring betygens funktion och villkor för rättvis bedömning. I de sista två kapitlen vidgas problematiken kring betygens funktion och rättvis bedömning genom att närmare undersöka forskning kring validitet och reliabilitet. Den främsta slutsatsen kunskapsöversikten når är att betygens funktion och rättvis bedömning styrs av de förutsättningar det målrelaterade systemet skapar. Särskilt utmanas rättviseaspekten i bedömningsprocessen för att de föreskrivna riktlinjerna är inte alltid det som mäts vid bedömningstillfället. Andra faktorer som personliga drag hos elever, leder till att betyget inte är ett tillförlitligt mått på elevens kunskap. Kan inte betygens funktion säkerställas, då att betyget är ett korrekt mått på elevens kunskap, får betyget en negativ inverkan på bedömningens trovärdighet. Avslutande diskussionen kretsar kring att belysa ämnesrelevansen av kunskapsöversiktens inriktning. Ämnesrelevansen vilar på grunder av att lärare alltid i sitt yrkesutövande måste betygsätta och bedöma. Då är frågan om betygens funktion och rättvis bedömning en brännande punkt för en jämlik skolgång.