This project illustrates nicely how the action steps logic is actually “translated” into a concrete thematic action flow. The underlying plot — planning a trip and a family reunion — constitutes a very typical everyday-type of action that presumably a large majority of people in different countries will be able to relate to. The action steps themselves and their sequence can deviate from the normative complete action model, as is the case here. The normative model is used as a guideline that is adapted to each specific context. In this case, for example, the task “Consider your relatives' suggestions for the hike” corresponds approximately to the action step “Analyze the situation”, the task “Plan what needs to be done before booking your flight” corresponds to the action step “Plan the solution”, and “Book your flight” is a typical example for the action step “Execute the plan”.
The example task gives a first indication of item structures and formats. The tasks typically start off with a short introduction to the situation, followed by varying types and amounts of information that need to be worked through. In the example task, in order to set the date for the family reunion, the respondent needs to process, compare and integrate the information provided in the list of the relatives' appointments, including the addendum to this list, and their own appointment calendar. Here the information is mostly textual and in the form of tables. The answer format is a multiple-choice format with more than one correct response alternatives, although the number of correct response alternative is not specified.
This paper offers a brief overview of the frameworks that have been used for both developing the tasks used to measure prose and document literacy, numeracy and problem solving in ALL as well as for understanding the meaning of what is being reported with respect to the comparative literacy proficiencies of adults. The frameworks identify a set of variables that have been shown to influence successful performance on a broad array of tasks. Collectively, they provide a means for moving away from interpreting survey results in terms of discrete tasks or a single number, and towards identifying levels of performance sufficiently generalized to have validity across assessments and groups. As concern ceases to center on discrete behaviours or isolated observations and focuses more on providing meaningful interpretations of performance, a higher level of measurement is reached (Messick, 1989).