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  • For several decades, the concept of adult skills and competencies has become increasingly central in discussions dealing with education reform, labour markets and international competitiveness. Many countries, and in particular, Organisation for Economic Cooperation and Development (OECD) member states, are preoccupied with the problem of mismatches or skills gaps. Much of the evidence in these discussions again especially in OECD countries is produced by tests such as the Programme for International School Assessment (PISA), and the Programme for International Assessment of Adult Competencies (PIAAC). These tests instantiate conceptual frameworks that have been specifically designed to influence policy and shape decisions about investments in educational practices (OECD, 2018). Assessment as testing, more than any other educational practice, is particularly efficient in producing data that are internationally comparable (Grek, 2013; Hamilton, 2017) and amenable to policy-based and economic calculations of human capital (Luke, 1997). As such, “policy makers across the spectrum of education, from primary schooling to adult literacy, invest trust in test scores” (Yasukawa & Black, 2016, p. x) to assess the efficacy of education systems to be able to produce adults with the requisite skills to be able to participate in the labour force and contribute to economic development (van der Velden & Ineke, 2018). Tests such as the PIAAC and PISA have, in recent years, come to rely extensively on sophisticated networks of digital technologies to produce data on educational attainment. As such, rather than focusing exclusively on the results produced by tests or how they are translated into decision-making, it is also important to develop appropriate methodologies and techniques to investigate how the data that generate these results are produced in the first place. The aim of this chapter is to explore how we research digital testing. By using an approach informed by material semiotics and digital ethnography, I will describe and analyze how Education & Skills Online or ESOnline, a digital assessment tool used to measure adult competencies, is able to perform and legitimate an economic vision of what it means to be a skilled and economically valuable adult. (xsd:string)
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  • https://doi.org/10.1163/9789004420755_013. (PIAAC) (xsd:string)
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  • PIAAC-Bibliography (xsd:string)
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  • 2020 (xsd:gyear)
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  • 2020 (xsd:gyear)
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  • 10.1163/9789004420755_013 ()
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  • 153 (xsd:string)
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  • english (xsd:string)
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  • 9789004420755 ()
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  • Investigating adult skills assessment in ESOnline: A digital ethnography (xsd:string)
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  • Doing Critical and Creative Research in Adult Education (xsd:string)
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  • In Doing Critical and Creative Research in Adult Education, 153-163, Brill, 2020 (xsd:string)
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  • PIAAC - Programme for the International Assessment of Adult Competencies (xsd:string)
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  • 2020 (xsd:string)
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