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dc.contributor.authorBaartman, Liesbeth-
dc.contributor.authorPrins, Frans-
dc.contributor.authorKirschner, Paul A.-
dc.contributor.authorVan der Vleuten, Cees-
dc.descriptionBaartman, 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.2011.03.001en_US
dc.description.abstractThe 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.en_US
dc.subjectSelf evaluationen_US
dc.subjectVocational educationen_US
dc.subjectCross case analysisen_US
dc.titleSelf-evaluation of assessment programs: A cross-case analysisen_US
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