Desirée Joosten-ten Brinke

Modeling assessment for re-use of traditional and new types of assessment

In the new learning approach assessment is integrated in learning and instruction and addresses complex traits (the abilities, the characteristics in a specific domain) of students. To match this new approach, new types of assessment are developed, like peer assessment or competence assessment. The development of these new assessments is an expensive and intensive activity. Exchange initiatives promise to reduce those efforts by the re-use of materials. But they also raise questions: is it a complete assessment or are there specific parts of an assessment that can be re-used? And is re-use limited to particular item formats? In order to support the re-use of both new and traditional assessment types an educational model for assessment is developed. In this article we present this model. The model is validated against [Stiggins, R. J. (1992). Het ontwerpen en ontwikkelen van performance-assessment toetsen [Design and development of performance assessments]. In J. W. M. Kessels, & C. A. Smit (Eds.). Opleiders in organisaties/Capita Selecta (pp. 75-91). Deventer: Kluwer (afl. 10)] guidelines for the development of performance assessments, the four-process framework of [Almond, R. G., Steinberg, L., & Mislevy, R. J. (2001). A sample assessment using the four-process framework. CSE Report 543. Center for study of evaluation, University of California, Los Angeles. Retrieved November 15, 2005 from http://www.cse.ucla.edu/cresst/reports/tech543.pdf; Almond, R. G., Steinberg, L., & Mislevy, R. J. (2003). A four-process architecture for assessment delivery, with connections to assessment design. CSE Report 616. Center for study of evaluation. University of California, Los Angeles], a specification for the exchange and interoperability of assessments and performance assessment as a new type of assessment. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment.

Toetsen in het hoger onderwijs

Dit boek geeft een breed overzicht van toets- en beoordelingsvormen in het hoger onderwijs. Ook beschrijft het verschillende aspecten van toetsen en het toetsproces. Het boek geeft handreikingen en praktijkvoorbeelden. Daarmee is het een praktische en inspirerende informatiebron voor opleidingen, examencommissies, toetscommissies en (aankomende) docenten. In deze vierde druk staan nieuwe hoofdstukken over onder meer de kwaliteitspiramide, het samenwerken bij toetsontwikkeling, het toetsen van creativiteit en over de rechtsbescherming van examinandi. De hoofdstukken over digitaal toetsen en ervaringscertificaten (EVC) zijn herschreven. Bijvoorbeeld met extra informatie over flexibel onderwijs. In ieder hoofdstuk is veel aandacht voor de rol van de docent. Toetsen in het hoger onderwijs kan gebruikt worden om een goed toetsbeleid op te zetten en uit te voeren. Daarmee is het geschikt om het certificaat Basiskwalificatie Examinering (BKE) en het Seniorkwalificatie Examinering (SKE) te behalen. Het boek is toegankelijk en daarom ook goed bruikbaar voor toetsconstructie in het voortgezet onderwijs en middelbaar beroepsonderwijs.

Assessors' Approaches to Portfolio Assessment in Assessment of Prior Learning Procedures.

In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment.

A case study on written comments as a form of feedback in teacher education: so much to gain

Abstract In Higher Education, much of a lecturer’s time is spent on supplying students with written comments as a form of feedback on assignments. Although it is clear that students use these comments to make adjustments to their assignments, it is doubtful that these comments create a learning effect. This may indicate that the way feedback is supplied and/or the quality of the feedback lacks information for improving future performance. In this case study, written feedback has been analysed and the perception of students on the quality of written feedback in relation to their learning behaviour has been taken into account.

Integrating Assessment into E-learning Courses

This chapter describes how the LD specification and the QTI specification can be integrated. The first enables developers to formalize learning and the second enables the formalization of testing. Together they might formalize new forms of learning, integrating assessment in the learning design.

Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

Abstract Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration.

Computer Assisted Assessment. Research into E-Assessment

Several trends in society have led to a request towards schools to integrate 21 Century Skills and technology enhanced formative assessment (TEFA) in their curricula. Although there are frameworks defined at an international level, implementation of technology enhanced formative assessment of 21 Century Skills at school level is seldom. This paper explores the underlying reasons for this hampered implementation by consulting and collaborating with teachers. It provides an overview of these reasons and proposes a collaborative professionalization approach to overcome detected implementation barriers and challenges.

Content Validity of Game-based Assessment: Case study of a Serious Game for ICT managers in training

Serious games foster the acquisition of complex problem-solving skills. Assessment of such skills should be in line with instruction, and within a serious game environment its content validity should equal face-to-face assessment. Research on assessment in serious gaming has remained rather scarce. This article shows how assessment can be implemented in serious gaming in a way that assures content validity. The core of the authors’ validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). They present how they have elaborated and applied the method for an assessment game for ICT managers in secondary vocational education. They describe the procedure and extent to which this assessment is content-valid compared to face-to-face assessment.

Competence Assessment as Learner Support in Education

The chapter on the assessment of professional competence provides a comprehensive overview based on three different perspectives. In an assessment of learning perspective, an overview is given on major consistencies found in the research on assessment that lead to principles of assessment. These principles may guide practical choices when developing a concrete assessment procedure. In an assessment for learning perspective, an overview is given on ways that formative assessment can be promoted. In an assessment as learning perspective, insights from both perspectives are integrated into a model for a comprehensive assessment approach. The intent is to provide an optimal programmatic approach to assessment. An illustration of an actual assessment practice is given. The programmatic approach to assessment provides a model for assessment in modern education strategies. Constructivist education approaches and competency-based approaches fit well with this model.

Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable feedback implies acknowledgment of students’ need to be actively involved in their own feedback process. First, relations between and changeability of the concepts found in previous research were validated. Second, the effects of the sustainable feedback intervention were analyzed. Although sustainable feedback helped mastery-oriented learners maintain deep learning, it did not directly influence their goal orientations.