Development and validation of an instrument measuring undergraduate students' perceived holistic competencies

• Published in: Assessment and evaluation in higher education Vol. 46; no. 3; pp. 467 - 482
• Main Authors: Chan, Cecilia K. Y., Luk, Lillian Y. Y.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.04.2021; Taylor & Francis Ltd
• Subjects: assessment; College students; Competence; Cultural Awareness; Cultural factors; Educational evaluation; Educational Practices; Educational tests & measurements; Ethics; Factor Analysis; Foreign Countries; Holistic Approach; Holistic competencies; Information Literacy; Interpersonal Competence; Literacy; Problem Solving; Psychometrics; questionnaire development; Self Concept; Self Evaluation (Individuals); self-evaluation; Statistical analysis; Student Attitudes; student perception; Test Construction; Test Validity; Thinking Skills; Undergraduate Students; Hong Kong; Hong Kong China; China
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2020.1784392

There is a need to develop an instrument for undergraduate students to evaluate their holistic competencies. Such an instrument can not only be used as a tool for benchmarking but can also be used to enhance students' awareness of their strengths and weaknesses, and to inform teaching by improving teachers' understanding of their students. This study aims to develop and validate a questionnaire measuring undergraduate students' perceived holistic competencies. A total of 2192 undergraduates from six out of the eight universities in Hong Kong participated in the study. Exploratory factor analysis was conducted on a random, stratified sample, followed by confirmatory factor analysis on the remaining sample. Six scales were obtained from exploratory factor analysis, namely (1) cultural sensitivity and global citizenship, (2) interpersonal and leadership competencies, (3) problem-solving and critical thinking skills, (4) self-understanding and resilience, (5) information literacy and (6) moral values. These six scales were supported by findings from confirmatory factor analysis, and Cronbach's alpha values indicated the scales were reliable. Overall, psychometric properties of the instrument indicated that the instrument is sufficiently reliable and valid for use in educational practice and research.