Developer, Teacher, Student and Employer Evaluations of Competence-Based Assessment Quality
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| Title: | Developer, Teacher, Student and Employer Evaluations of Competence-Based Assessment Quality |
|---|---|
| Language: | English |
| Authors: | Gulikers, J., Biemans, H., Mulder, M. |
| Source: | Studies in Educational Evaluation. Jun-Sep 2009 35(2-3):110-119. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 10 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Summative Evaluation, Student Evaluation, Evaluation Methods, Evaluation Criteria, Educational Assessment, Evaluation Research, Stakeholders, Teacher Attitudes, Student Attitudes, Educational Research, Employer Attitudes, National Competency Tests, Educational Quality, Vocational Education, Program Effectiveness |
| DOI: | 10.1016/j.stueduc.2009.05.002 |
| ISSN: | 0191-491X |
| Abstract: | This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive, validated set of quality criteria for CBA evaluation and through involving key stakeholders (i.e., students, teachers, developers, and employers). By triangulating quantitative and qualitative evaluations and argumentations of key stakeholders, this study gives insight into the processes and characteristics that determine CBA quality in VET educational practice in relation to theoretical notions of high quality CBAs. Results support many theoretical characteristics and refine them for reaching quality in actual assessment practice. Strikingly, developers and teachers are more critical about the assessment quality than students and employers. The discussion reflects on the theoretical CBA characteristics in the light of the empirical findings and deduces practical implications for the national assessment framework as well as other summative CBAs in VET. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Entry Date: | 2009 |
| Accession Number: | EJ864190 |
| Database: | ERIC |
| Abstract: | This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive, validated set of quality criteria for CBA evaluation and through involving key stakeholders (i.e., students, teachers, developers, and employers). By triangulating quantitative and qualitative evaluations and argumentations of key stakeholders, this study gives insight into the processes and characteristics that determine CBA quality in VET educational practice in relation to theoretical notions of high quality CBAs. Results support many theoretical characteristics and refine them for reaching quality in actual assessment practice. Strikingly, developers and teachers are more critical about the assessment quality than students and employers. The discussion reflects on the theoretical CBA characteristics in the light of the empirical findings and deduces practical implications for the national assessment framework as well as other summative CBAs in VET. (Contains 3 tables.) |
|---|---|
| ISSN: | 0191-491X |
| DOI: | 10.1016/j.stueduc.2009.05.002 |
