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Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks
ARTICLE

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Educational Research Review Volume 2, Number 2 ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved September 20, 2020 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2007.06.001

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