Effective coordination of vertical IS standardisation initiatives

This paper investigates vertical IS standardisation initiatives from an Actor Network Theory (ANT) perspective. It describes the standardisation process as a series of translations of interests. The ANT lens provides an insight into how participating organisations attempt to align the interests of other organisations. The contributions of this paper are: (i) a deeper understanding of the vertical IS standardisation process; (ii) actions participating organisations can take to effectively coordinate vertical IS standardisation initiatives.<br /

Cross-border Mobility for Electric Vehicles: Selected results from one of the first cross-border field tests in Europe

This book provides selected results from the accompanying research of the project CROME. The vision of the project was to create and test a safe, seamless, user-friendly and reliable mobility with electric vehicles between France and Germany as a prefiguration of a pan-European electric mobility system. Major aims were contributions to the European standardisation process of charging infrastructure for electric mobility and corresponding services, and to provide an early customer feedback

Marker effects and examination reliability: a comparative exploration from the perspectives of generalizability theory, Rasch modelling and multilevel modelling

This study looked at how three different analysis methods could help us to understand rater effects on exam reliability. The techniques we looked at were: generalizability theory (G-theory) item response theory (IRT): in particular the Many-Facets Partial Credit Rasch Model (MFRM) multilevel modelling (MLM) We used data from AS component papers in geography and psychology for 2009, 2010 and 2011 from Edexcel.</p

Rating scale development: a multistage exploratory sequential design

The project chosen to showcase the application of the exploratory sequential design in second/ foreign (L2) language assessment comes from the context of rating scale development and focuses on the development of a set of scales for a suite of high-stakes L2 speaking tests. The assessment of speaking requires assigning scores to a speech sample in a systematic fashion by focusing on explicitly defined criteria which describe different levels of performance (Ginther 2013). Rating scales are the instruments used in this evaluation process, and they can be either holistic (i.e. providing a global overall assessment) or analytic (i.e. providing an independent evaluations for a number of assessment criteria, e.g. Grammar, Vocabulary, Organisation, etc.). The discussion in this chapter is framed within the context of rating scales in speaking assessment. However, it is worth noting that the principles espoused, stages employed and decisions taken during the development process have wider applicability to performance assessment in general