Measurement of cognitive performance in introductory ethics: Workforce reskilling in government agencies

Through clever use of digital technologies Government agencies maintain knowledgeable well skilled employees to sustain their competitive advantage. An experimental research study was designed to investigate the interactive effect of instructional strategies augmented with either a digital instructional assistant or a traditional class-room tutor, and participants´ preference for training-mode on the acquisition of introductory ethics knowledge. The Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) was used to establish the participants´ cognitive style [1]. The QUEST Interactive Test Analysis System provided the cognitive performance measuring tool [2], to define the learning analytics and to ensure there were no measurement errors in the introductory ethics knowledge testing instruments. Therefore, reliability of the testing tools was secured through the QUEST calibration techniques, thereby safeguarding the predictability of the research design. The methodology embraced by this experimental research links the disciplines of instructional science, cognitive psychology and objective measurement to authenticate valuable mechanisms for adoption by the education, training and development sectors.