scholarly journals Research Performance Assessment Issues: The Case of Kazakhstan

2021 ◽  
Vol 3 (1) ◽  
pp. 5
Author(s):  
G. Alibekova ◽  
S. Özçelik ◽  
A. Satybaldin ◽  
M. Bapiyeva ◽  
T. Medeni
Keyword(s):  
Performance Assessment ◽  
Research Performance

scholarly journals National-scale research performance assessment at the individual level

2010 ◽  
Vol 86 (2) ◽  
pp. 347-364 ◽  
Author(s):  
Giovanni Abramo ◽  
Ciriaco Andrea D’Angelo
Keyword(s):  
Performance Assessment ◽  
Research Performance ◽  
National Scale ◽  
Individual Level ◽  
The Individual

scholarly journals Research Performance Assessment Based on T-Indicator

2012 ◽  
Vol 02 (03) ◽  
pp. 346-351 ◽  
Author(s):  
Ling Zhang ◽  
Xin Tan ◽  
Qing Du ◽  
Juan Wang
Keyword(s):  
Performance Assessment ◽  
Research Performance

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

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