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

L.K.J. Baartman, T.J. Bastiaens, P.A. Kirschner, C.P.M. Vleuten, van der

Research output: Contribution to journalArticleAcademicpeer-review

110 Citations (Scopus)
10 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)114-129
JournalEducational Research Review
Volume2
DOIs
Publication statusPublished - 2007

Fingerprint

competence assessment
education
assessment criteria
quality control
construct validity
psychometrics
instruction
learning

Cite this

Baartman, L.K.J. ; Bastiaens, T.J. ; Kirschner, P.A. ; Vleuten, van der, C.P.M. / Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. In: Educational Research Review. 2007 ; Vol. 2. pp. 114-129.
@article{c30fb27605924841973bc29c13a56d92,
title = "Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks",
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.",
author = "L.K.J. Baartman and T.J. Bastiaens and P.A. Kirschner and {Vleuten, van der}, C.P.M.",
year = "2007",
doi = "10.1016/j.edurev.2007.06.001",
language = "English",
volume = "2",
pages = "114--129",
journal = "Educational Research Review",
issn = "1747-938X",
publisher = "Elsevier",

}

Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. / Baartman, L.K.J.; Bastiaens, T.J.; Kirschner, P.A.; Vleuten, van der, C.P.M.

In: Educational Research Review, Vol. 2, 2007, p. 114-129.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

AU - Baartman, L.K.J.

AU - Bastiaens, T.J.

AU - Kirschner, P.A.

AU - Vleuten, van der, C.P.M.

PY - 2007

Y1 - 2007

N2 - 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.

AB - 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.

U2 - 10.1016/j.edurev.2007.06.001

DO - 10.1016/j.edurev.2007.06.001

M3 - Article

VL - 2

SP - 114

EP - 129

JO - Educational Research Review

JF - Educational Research Review

SN - 1747-938X

ER -