Assessing learning progress: validating a test score interpretation in the domain of sustainability management
研究验证了一项新测试工具能否反映学生在可持续发展管理能力上的学习进展，通过对比有相关课程学习机会的学生与对照组，发现其中两个子测试的分数确实能体现学习进步。
This paper aims to provide evidence regarding the interpretation that test scores of a newly developed test instrument reflect learning progress in competence in sustainability management. As competence in sustainability management is conceptualised as mainly acquired through academic opportunities to learn (OTLs), students in courses with relevant academic OTLs (focus group) should display greater learning progress than those without (control group). Non-academic OTLs should not predict learning progress. 499 students were tested between winter term 2017/2018 and summer term 2018. We specify SEM with fixed effects for the courses and calculate linear contrasts between the focus and control group. In addition, we predict learning progress by self-rated academic and non-academic OTLs. Results show that for two of the tests, academic OTLs indeed predict learning progress on course level and non-academic OTLs do not. In sum, evidence suggests that scores for two of the tests reflect learning progress in competence in sustainability management.