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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/3987

Title: Self-evaluation of assessment programs: A cross-case analysis
Authors: Baartman, Liesbeth
Prins, Frans
Kirschner, Paul A.
Van der Vleuten, Cees
Keywords: Self evaluation
Assessment
Vocational education
Cross case analysis
Issue Date: 28-Dec-2011
Abstract: The goal of this article is to contribute to the validation of a self-evaluation method, which can be used by schools to evaluate the quality of their Competence Assessment Program (CAP). The outcomes of the self- evaluations of two schools are systematically compared: a novice school with little experience in competence-based education and assessment, and an innovative school with extensive experience. The self-evaluation was based on 12 quality criteria for CAPs, including both validity and reliability, and criteria stressing the importance of the formative function of assessment, such as meaningfulness and educational consequences. In each school, teachers, management and examination board participated. Results show that the two schools use different approaches to assure assessment quality. The innovative school seemsto be more aware of its own strengths and weaknesses, to have a more positive attitude towards teachers, students, and educational innovations, and to explicitly involve stakeholders (i.e., teachers, students, and the work field) in their assessments. This school also had amore explicit vision of the goal of competence- based education and could design its assessments in accordance with these goals.
Description: Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2011). Self-evaluation of assessment programs: A cross-case analysis. Evaluation and Program Planning, 34, 206-216. doi: 10.1016/j.evalprogplan.2011.03.001
URI: http://hdl.handle.net/1820/3987
Appears in Collections:1. LC: Publications and Preprints

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