The effects of performance-based assessment criteria on student performance and self-assessment skills

Greet Mia Jos Fastre*, Marcel R. van der Klink, Jeroen J. G. van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

13 Citations (Web of Science)


This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students.
Original languageEnglish
Pages (from-to)517-532
JournalAdvances in Health Sciences Education
Issue number4
Publication statusPublished - Oct 2010


  • Competence-based assessment criteria
  • Mental effort
  • Performance-based assessment criteria
  • Self-assessment skills
  • Task performance

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