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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1775
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dc.contributor.authorBaartman, Liesbeth-
dc.contributor.authorBastiaens, Theo-
dc.contributor.authorKirschner, Paul A.-
dc.contributor.authorVan der Vleuten, Cees-
dc.date.accessioned2009-02-02T12:42:38Z-
dc.date.available2009-02-02T12:42:38Z-
dc.date.issued2007-
dc.identifier.urihttp://hdl.handle.net/1820/1775-
dc.descriptionBaartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Teachers’ opinions on quality criteria for Competency Assessment Programmes. Teaching and Teacher Education, 23, 857-867.en_US
dc.description.abstractQuality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers’ opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers (N = 211) responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments.en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.subjectevaluation criteriaen_US
dc.subjectalternative assessmenten_US
dc.subjectteacher attitudesen_US
dc.subjectvocational educationen_US
dc.titleTeachers’ opinions on quality criteria for Competency Assessment Programmesen_US
dc.typeArticleen_US
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