TY - JOUR
T1 - Estimating the quality of new modes of assessment. The case of an "Interactive Examination" for teacher competency
AU - Jonsson, A.
AU - Baartman, L.K.J.
AU - Lennung, S.
PY - 2009
Y1 - 2009
N2 - Professional schools prepare students to become competent professionals.
Consequently, there is a need for assessments that can determine the acquisition of the
relevant professional competencies. Although using performance assessment to replace
traditional paper-and-pencil tests might provide one way to move forward, the use of
performance assessments for summative purposes has been shown to be problematic (e.g.
marker consistency and construct representation). With the aid of a comprehensive
framework of quality criteria for competence assessments, this article considers if one
particular existing competence assessment methodology is suitable for summative as well
as formative use. It is argued that the comprehensive quality estimation of the examination
procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.
AB - Professional schools prepare students to become competent professionals.
Consequently, there is a need for assessments that can determine the acquisition of the
relevant professional competencies. Although using performance assessment to replace
traditional paper-and-pencil tests might provide one way to move forward, the use of
performance assessments for summative purposes has been shown to be problematic (e.g.
marker consistency and construct representation). With the aid of a comprehensive
framework of quality criteria for competence assessments, this article considers if one
particular existing competence assessment methodology is suitable for summative as well
as formative use. It is argued that the comprehensive quality estimation of the examination
procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.
U2 - 10.1007/s10984-009-9061-z
DO - 10.1007/s10984-009-9061-z
M3 - Article
SN - 1387-1579
VL - 12
SP - 225
EP - 241
JO - Learning Environments Research
JF - Learning Environments Research
ER -