The document provides an overview of international dimensions in assessment. It discusses the meaning of international assessment, which involves comparing student performance and education systems across countries. The history of international assessments began in the 1950s and now includes programs from organizations like OECD and IEA. International assessments are needed due to factors like the global job market and increasing student mobility. They provide countries with information to improve education quality and equity. Key components of international assessment include credentialing, calculating credit hours, and determining grade point averages in a standardized way across education systems. Credentialing involves examining qualifications and issuing certificates of competence. Credit hours measure time spent in courses, and grade point averages are calculated based on grades and course credits.

1. INTERNATIONAL
DIMENSIONS IN ASSESSMENT
Prof. Dinesh Selvam S.
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2. Overview. .
Meaning
History
Need for International Assessment
Research Framework
Issues
Components
Credentialing
Credit
GPA
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3. Meaning
 International dimension literally
means ‘between countries’- as in
international relationships.
 The study of assessment as it
manifests in different countries.
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4. What is International Assessment?
International assessments can provide
countries with information that allows them
to identify areas of relative strengths and
weaknesses and monitor the pace of progress
of their education system
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5. WHAT IS INTERNATIONAL ASSESSMENT?
 stimulate countries to raise aspirations
by showing what is possible in education
in terms of the quality, equity, and
efficiency of educational services
provided.
 foster better understanding of how
different education systems address
similar problems
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6. HISTORY OF INTERNATIONAL
ASSESSMENT
 1950-1960 : The discourse on international
comparisons of learning outcomes started to
emerge .
 1958 : An expert group led by William Douglas
Wall of UNESCO’s International Institute of
Education in Hamburg, Germany, conducted a
feasibility study to compare student
performance internationally.
 The International Association for the
Evaluation of Educational Achievement (IEA)
emerged out of this .
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7. HISTORY . . .
 1998-The U.S. Education Testing Service
conducted the International Assessment of
Educational Progress (IAEP) in 1998 and a
follow-up study in 1991.
 The latest generation of international
assessments has been developed by the
OECD as part of the Program for
International Student Assessment (PISA).
 PISA is currently the most rigorous and also
the most comprehensive international
assessment.
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8. Needs for International dimension in
Assessment
 Global job market
 Influx of foreign workers with unknown
qualifications.
 To increase the visibility of the qualifications
of their own members abroad.
 In Europe, several of these organizations are
now in the process of equating their certifying
examinations.
 The attempts to make degrees and certificates
comparable could be a systematic input from
international educational assessments.
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9. Research Frameworks of International
Assessments
OECD and IEA:
 Context: measures of student learning
outcomes
 Background information collected from
students, principals, and sometimes teachers
and parents
 Interpretation: the observed variation in
learning outcomes between
students, classrooms, schools, and education
systems.
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10. Research Frameworks. .
 Three research areas (learning
outcomes, policies shaping education
outcomes, and factors that constrain policies and
outcomes) to
 four levels of the education system (individual
learners, classrooms or instructional
settings, educational institutions and providers
of educational services, and the education
system as a whole).
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11. Issues related to International
Assessment
 Putting national targets into a broader perspective
 Assessing the pace of change in educational
improvement
 Design Issues and Challenges for International
Assessments
 Cross-country validity and comparability in the
assessment instruments
 Establishing the assessment domains
 Reflecting national, cultural, and linguistic variety
 Selecting assessment nature and form
 Ensuring external validity
 Comparability of the target populations
 Comparability in survey implementation
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12. Components of International
Dimensions in Assessment
Credentialing,
Calculating or converting credit
hours
Calculating the grade point average
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13. CREDENTIALING
A credential is an attestation of
qualification, competence, or authority
issued to an individual by a third party with
a relevant or de facto authority or assumed
competence to do so.
Examples of credentials include academic
diplomas, academic
degrees, certifications, security
clearances, identification
documents, badges, passwords, user
names, keys, powers of attorney, and so on.
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14. Credentialing. . .
The Nurse Credential recognises the skills,
expertise and experience of nurses. It
demonstrates that an individual nurse has
achieved the professional standard for practice
Credentialing is a core component of
clinical/professional governance or self
regulation where members of a profession set
standards for practice and establish a minimum
requirement for entry, continuing professional
development, endorsement and recognition.
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15. Credentialing. . .
Registered nurses working in
specialised fields and other disciplines
have developed credentialing as a
means to ensure standards of practice
and competence within their specialist
domain beyond entry to practice.
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16. Credentialing. . .
Credentialing is an administrative
procedure to examine information about a
practitioner's education, certification, training,
continuing education, and experience or
actions by the Board of Registration
Credentials relate to the qualification of an
individual to practice in their state within the
scope of practice for that individual's
profession.
Factors stimulating credentialing -
globalization, competition, consumerism, and
telecommunication.
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17. Principles of Credentialing (ANA)
In addition to benefitting and protecting the public,
credentialing also benefit those who are
credentialed.
The legitimate interest of the involved occupation
or institution and of the general public should be
reflected in each credentialing mechanism.
Accountability should be an essential component of
any credentialing process.
A system of checks and balances within the
credentialing system should assure equitable
treatment for all patient involved.
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18. Principles . . .
Objective standards and criteria and persons
competent in their use are essential to the
credentialing process .
Professional identity and responsibility should
evolve from the credentialing process.
An effective system of role delineation is
fundamental to any credentialing mechanism
for individuality.
Periodic assessment with potential for sanction
are essential components of an effective
credentialing mechanism.
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19. Principles . . .
An effective system of programme identification
is fundamental to any credentialing mechanism for
the institutions.
Co-ordination of credentialing mechanism should
lead to efficiency and cost effectiveness and avoid
duplication.
Widely accepted definitions and terminologies are
basic to an effective credentialing system.
Communications and understanding between
health care providers and society should be
facilitated through the credentialing process.
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20. Organisations providing Credentialing Services
ANCC- American Nursing Credentialing Center
Identification:
It credentials nurses in a chosen field of
specialty, ensures safe working environments, and
provided accreditation for schools offering
continuing education credits for nurses.
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21. ANCC. .
Types:
 Credentialed in specialties such as
surgical, pediatric, cardiac, community
nursing, gerontology, home health
nursing, psychiatric and pain management.
 Advanced credentials can be obtained to work in
diabetes management or other condition-specific
fields, public health or in executive positions.
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22. ANCC. .
Considerations:
 first hold a degree in nursing from an accredited
college.
 must choose a specialty.
 take courses either in person, online or by reading
manuals.
 work for a specific period of time as a nurse before
applying.
 Depending on specialty, may also have to complete
a certain number of hours working in your field.
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23. ANCC. . .
Time Frame:
vary in length - in person, online or through
self study with books and manuals.
Benefits:
 keeps up to date on the latest treatment
options and research.
 Changing Medical knowledge
 stay on top of recent developments.
 Increase salary
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24. American Credential Evaluation Services
Since 1995, ACES has provided assistance to
individuals who have completed their education in
any foreign country in the world and translate and
convert their educational documents (degree,
diploma, certificate, and transcript) into the U.S.
educational equivalency.
Evaluation equivalency report may be used for:
 Immigration
 Employment
 Education
 Licensing
 Military Enlistment
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25. AECS. . .
Four types of evaluation services:
A. Educational Evaluation Report (Document
by Document)
B. Professional Work Experience
C. Course by Course
D. Position Evaluation
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26. AECS. . .
A. Educational Evaluation Reports
 the foreign academic credentials of the applicant.
 determine the applicant's level of education, the
number of years completed and the specialization
of the applicant.
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27. AECS. . .
B. Professional Work Experience Evaluations:
- evaluate the applicants' education (if applicable),
as well as their work experience.
C. Course by Course Evaluations:
- educational evaluation report - list the courses
the applicant has taken - the grades received -
and the credit equivalence earned in the United
States.
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28. AECS. . .
D. Position Evaluations:
analyze the job duties of a particular
position - determine if the job duties of the
position are so complex.
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29. CALCULATING GPA AND CREDIT HOURS
GRADE POINT AVERAGE
 Grades are standardized measurements of varying
levels of comprehension within a subject area.
 Grades can be assigned in letters
(for example, A, B, C, D, or F), as a range (for
example 4.0–1.0), as descriptors
(excellent, great, satisfactory, needs
improvement), in percentages, or, as is common in
some post-secondary institutions in some
countries, as a grade point average (GPA).
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30. GPA. . .
 A Cumulative Grade Point Average is a
calculation of the average of all of a
student's grades for all semesters and
courses completed up to a given academic
term, whereas the GPA may only refer to
one term.
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31. GPA. . .
GPA Calculation:
 Multiply the number of course
credits/semester hours for each course by
the grade point values associated with the
grade received in that course.
 Add all of those totals together and divide
that sum by the total number of course
credits/semester hours.
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32. NOTE: All GPAs are truncated to three decimal points.
Here are some examples of semester GPA calculations:
Grade Crs Credits Grd Pts
ECON 1D B 1.0 x 3.0 = 3.0
FRENCH 76 B+ 1.0 x 3.3 = 3.3
MATH 31L A- 1.0 x 3.7 = 3.7
LIT 20S A+ 1.0 x 4.0 = 4.0
MUSIC 80 B 0.5 x 3.0 = 1.5
TOTAL 4.5 15.5
SEMESTER GPA: 15.5/4.5 = 3.444
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33. Cumulative grade point average
 Cumulative Grade Point Average (GPA) refers
to the overall GPA, which includes dividing the
number of quality points earned in all courses
attempted by the total degree-credit hours in all
courses.
 It is the final grade point obtained after an year.
It refers to the average of all the averages of all
the subjects.
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34. CREDIT HOURS
Credit hours are effectively how many hours
per week you are in that class.
The number of hours you receive for taking
a class. It's roughly equivalent to the amount
of time you will spend in class (i.e., a 3 hour
class means you will probably have 3 1-hour
lectures during the week).
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35. CONVERTING CLOCK HOURS INTO CREDIT
HOURS
Lecture Hours: Instructional hours.
Lecture Credit Hours: Semester Credits – Must teach a
minimum of 15 lecture hours to award 1 semester credit
hour (divide lecture hours by 15).
Quarter Credits – Must teach a minimum of 10 lecture
hours to award 1 quarter credit (divide lecture hours by
10).
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36. Laboratory Hours: Instructional hours consisting
of supervised student practice of a previously
introduced theory/principle during which practical
skills and knowledge are developed and reinforced.
Laboratory Credit Hours: Semester Credits – Must
teach a minimum of 30 laboratory hours to award 1
semester credit (divide laboratory hours by 30).
Quarter Credits – Must teach a minimum of 20
laboratory hours to award 1 quarter credit (divide
laboratory hours by 20).
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37. Externship/Internship Hours: Instructional
hours consisting of supervised work experience
activities related to skills/ knowledge acquired
during the training program.
Externship/Internship Credit Hours:
Semester Credits – Must teach a minimum of 45
externship hours to award 1 semester credit
(divide externship/ internship hours by 45).
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38. THANK YOU
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