Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks
Educational Research Review Volume 2, Number 2 ISSN 1747-938X Publisher: Elsevier Ltd
Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competence Assessment Programmes (CAPs), consisting of a combination of different assessment methods, including both traditional and new forms of assessment. To develop and evaluate CAPs, criteria to determine their quality are needed. Just as CAPs are combinations of traditional and new forms of assessment, criteria used to evaluate CAP quality should be derived from both psychometrics and edumetrics. A framework of 10 quality criteria for CAPs is presented, which is then compared to Messick's framework of construct validity. Results show that the 10-criterion framework partly overlaps with Messick's, but adds some important new criteria, which get a more prominent place in quality control issues in competence-based education.
Baartman, L.K.J., Bastiaens, T.J., Kirschner, P.A. & van der Vleuten, C.P.M. Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review, 2(2), 114-129. Elsevier Ltd.
Cited ByView References & Citations Map
Exploring Digital Citizenship in the Social Media Landscape through the Lens of a Blogging Community
John Stephens, School of Government, UNC Chapel Hill, United States; Stefanie Panke, University of North Carolina at Chapel Hill, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1762–1767
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.