| Abstract [eng] |
Comparative analysis ofyoung people of Lithuania acquiringtechnical education shows that inacademic year 2002-2003, 35,14 % ofthe youth were studyingat tertiary technical schools (colleges) and66,34 % were studying at vocational schools. B.Gruževskis and B.Česnaite (2003) compared the number of students in higher educational institutions in the academic years 1995-1996 and 1999-2000: the number of students has increased from 21, 6 % to 23,7 %. Researchers point out that rapid growth of specialists with technical eduction accords with the needs of present economy. Generalizing this information it can be maintain that the necessity for technical education exists in Lithuanian and there is an interest in it, however, research and assessment of technical knowledge has been so far insufficient. Assessment of comprehension- knowledge in engineering should be based on valid and reliable methodological and psychometric test (Анфсефзи, Урбина , 2001; Bitinas, 1998; Бнрлачул, Морозов, 1999; Cooper, 2000; Jovaiša, Vaitkevičius, 1987; Merkys, 1999). Assessment of comprehension-knowledge in engineering could be significant for those choosing a career connected with engineering and technology, for teachers of technical professions, it could be applied in professional counseling centres, hiring the staff for production industries, etc. Without scientific operationalisation of comprehension- knowledge in engineering, as a psychometric construct based on psychometric constructs that are analogical to comprehension-knowledge in engineering constructs and are recognized throughout the world, the assessment of comprehension- knowledge in engineering would cause problems.One of selected instruments for solving the problem put forward is a test developed and adapted in Germany – the test of applied technical comprehension-knowledge (Lienert, 1958). Its objectivity, reliability, external and internal validity have been checked. [...]. |
