Self-evaluation of assessment programs: A cross-case analysis

Liesbeth K. J. Baartman*, Frans J. Prins, Paul A. Kirschner, Cees P. M. van der Vleuten

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

12 Citations (Web of Science)

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 seems to 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 a more explicit vision of the goal of competence-based education and could design its assessments in accordance with these goals.
Original languageEnglish
Pages (from-to)206-216
JournalEvaluation and Program Planning
Volume34
Issue number3
DOIs
Publication statusPublished - Aug 2011

Keywords

  • Assessment
  • Validity
  • Case study
  • Self-evaluation

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