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AbstractThis article reports on a study of the newsworthiness of information about nonprofit organizations and issues. The two‐part study included content analysis of news stories in the 1991 editions of the San Francisco Chronicle and interview with editors and reporters at the paper.

Background: A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals in order to better understand conditioning factors of test-taking disengagement: First, a model-based approach was used to investigate whether item indicators of disengagement constitute a continuous latent person variable by domain. Second, the effects of person and item characteristics were jointly tested using explanatory item response models. Methods: Analyses were based on the Canadian sample of Round 1 of the PIAAC, with N = 26,683 participants completing test items in the domains of literacy, numeracy, and problem solving. Binary item disengagement indicators were created by means of item response time thresholds. Results: The results showed that disengagement indicators define a latent dimension by domain. Disengagement increased with lower educational attainment, lower cognitive skills, and when the test language was not the participant's native language. Gender did not exert any effect on disengagement, while age had a positive effect for problem solving only. An item's location in the second of two assessment modules was positively related to disengagement, as was item difficulty. The latter effect was negatively moderated by cognitive skill, suggesting that poor test-takers are especially likely to disengage with more difficult items. Conclusions: The negative effect of cognitive skill, the positive effect of item difficulty, and their negative interaction effect support the assumption that disengagement is the outcome of individual expectations about success (informed disengagement).

Im Vergleich zu anderen erziehungswissenschaftlichen Disziplinen hat die Berufspädagogik bislang in der Kompetenzdiagnostik noch einigen Nachholbedarf. Auch wenn das Berufsbildungs-PISA aus Gründen mangelnder Beteiligung einiger europäischer Mitgliedsstaaten zunächst ausgesetzt ist, muss von Berufsbildungsforschern selbstkritisch eingeräumt werden, dass die Instrumentenentwicklung zur Diagnostik beruflicher Kompetenzen noch nicht das international anschlussfähige Niveau erreicht hat. In einem Schul-Modellversuch der beiden Bundesländer Bremen und Hessen wird seit 2008 im Umfeld der Diskussionen um ein Berufsbildungs-PISA bereits eine überschaubare Large-Scale-Untersuchung im Berufsfeld Elektrotechnik durchgeführt, deren erste Zwischenergebnisse nun vorliegen. Im Vorhaben wird neben der Kompetenzmessung auch empirisch überprüft, ob dieses Modell als Grundlage für das Konzept der offenen Testaufgaben sowie eines Kompetenz-Messmodells geeignet ist. (DIPF/Autor).