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International Review of Education

, Volume 61, Issue 5, pp 655–671 | Cite as

The development and validation of testing materials for literacy, numeracy and digital skills in a Dutch context

  • Maurice de Greef
  • Mien Segers
  • Jan Nijhuis
  • Jo Fond Lam
  • Mieke van Groenestijn
  • Frans van Hoek
  • Alexander J. A. M. van Deursen
  • Ella Bohnenn
  • Marga Tubbing
Original Paper
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Abstract

Besides work-oriented training, most Dutch adult learning courses of formal and non-formal education focus on three basic skills: literacy, numeracy and problem solving in technology-rich environments. In the Netherlands, the Ministry of Education, Culture and Science recently initiated the development of a new adult education framework concerning literacy, numeracy and digital skills. In order to monitor the progress of literacy, numeracy and digital competencies, it is necessary to develop and validate testing materials for specific competencies. This study validates the testing materials which were developed to assess learners’ proficiency in literacy (reading and writing), numeracy and digital skills based on the new Dutch framework. The outcome is that the materials proved valid and can be used in different courses referring to basic skills and adult learning, though there are still some limitations. Besides adult education professionals (such teachers and trainers), policy makers can also use the results of these tests in order to describe and monitor the impact of adult education on the lives of adult learners.

Keywords

Basic skills Adult learning Testing materials Literacy Numeracy Digital skills 

Résumé

Conception et validation de documents pour tester les compétences lettrées et numériques dans le contexte néerlandais – En dehors des formations à visée professionnelle, la majorité des cours de l’éducation formelle et non formelle des adultes aux Pays-Bas se concentrent sur trois compétences fondamentales : littératie, numératie et résolution de problèmes dans les environnements fortement informatisés. Le ministère néerlandais de l’éducation, de la culture et des sciences a récemment entrepris la conception d’un nouveau cadre pour l’éducation des adultes portant sur les compétences lettrées et numériques. Afin de suivre les progrès dans ces domaines, il est nécessaire de concevoir et de valider des documents permettant de tester des compétences spécifiques. L’étude présentée ici a procédé à la validation des documents de tests qui ont été conçus pour évaluer le niveau de maîtrise des apprenants en compétences lettrées (lecture et écriture) et numériques ainsi qu’en numératie, conformément à ce nouveau cadre. Selon les résultats de cette étude, les tests s’avèrent valables et peuvent être administrés dans différents cours ayant trait aux compétences de base et à l’apprentissage des adultes, même s’ils présentent encore quelques limites. Outre les professionnels de l’éducation et de la formation des adultes (tels qu’enseignants et formateurs), les décideurs pourront également exploiter les résultats de ces tests, en vue de décrire et de suivre l’impact de l’éducation des adultes sur la vie quotidienne des apprenants.

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Notes

Acknowledgements

This research has been possible due to the financial support of the Dutch Reading & Writing Foundation in the Netherlands. Thanks to their support, the research team was able to develop and validate the four tests assessing adult learners’ progress in reading, writing, numeracy and digital skills as part of the Dutch Language for Life programme.

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Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

Authors and Affiliations

  • Maurice de Greef
    • 1
  • Mien Segers
    • 2
  • Jan Nijhuis
    • 2
  • Jo Fond Lam
    • 3
  • Mieke van Groenestijn
    • 4
  • Frans van Hoek
    • 3
  • Alexander J. A. M. van Deursen
    • 5
  • Ella Bohnenn
    • 6
  • Marga Tubbing
    • 7
  1. 1.Vrije Universiteit BrusselBrusselsBelgium
  2. 2.Maastricht UniversityMaastrichtThe Netherlands
  3. 3.Centrum voor Innovatie van Opleidingen (CINOP)‘s-HertogenboschThe Netherlands
  4. 4.Hogeschool UtrechtUniversity of Applied SciencesUtrechtThe Netherlands
  5. 5.University of TwenteEnschedeThe Netherlands
  6. 6.Ella Bohnenn Advies, Onderzoek & CoachingAmsterdamThe Netherlands
  7. 7.Reading & Writing FoundationThe HagueThe Netherlands

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