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?:abstract
  • In this background “think piece” for the IALS Institute, I look briefly at a few key issues in using the three IALS proficiency measures (prose, document and quantitative literacy) in large-scale national and international assessments as well as in program evaluation and policy frameworks for adult basic skills education. I consider in broad brushstrokes some questions about validity, program impact and policy development related to the IALS proficiency measures. There is space here only to skim the surface of and reflect on these issues – more in-depth and technical treatments are available in the cited references. (xsd:string)
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?:comment
  • (IALS) (xsd:string)
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  • GESIS-Literaturpool (xsd:string)
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  • 2011 (xsd:gyear)
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  • 2011 (xsd:gyear)
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  • 9 (xsd:string)
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  • english (xsd:string)
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  • Some thoughts on IALS measurement validity, program impact, and logic models for policy development (xsd:string)
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  • techreport (xsd:string)
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  • 9, 2011 (xsd:string)
  • Bibsonomy (xsd:string)
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  • 2011 (xsd:string)
  • FDZ_PIAAC (xsd:string)
  • IALS (xsd:string)
  • IALS_input2022 (xsd:string)
  • IALS_pro (xsd:string)
  • english (xsd:string)
  • techreport (xsd:string)
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  • 9 (xsd:string)
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?:uploadDate
  • January 17, 2023 (xsd:gyear)
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