Factors Influencing Assessment Quality in Higher Vocational Education

Autor/inn/en	Baartman, Liesbeth; Gulikers, Judith; Dijkstra, Asha
Titel	Factors Influencing Assessment Quality in Higher Vocational Education
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 8, S.978-997 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.771133
Schlagwörter	Vocational Education; Higher Education; Educational Quality; Competency Based Education; Performance Factors; Educational Improvement; Evaluation Methods; Evaluation Criteria; Self Evaluation (Groups); Mixed Methods Research; Transcripts (Written Records); Interviews; Questionnaires; Educational Indicators; Student Surveys; Teacher Surveys; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Leistungsindikator; Teaching improvement; Unterrichtsentwicklung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Interviewing; Interviewtechnik; Fragebogen; Educational indicato; Bildungsindikator; Schülerbefragung; Ausland; Niederlande
Abstract	The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4-11 teachers and 3-10 students participated. The purpose of this article is to critically examine the quality of assessment in higher vocational education, to identify critical factors influencing assessment quality and to study whether self-evaluation leads to concrete points for improvement. Results show that strong points are fitness for purpose, comparability and fairness. Weak points are reproducibility of decisions and development of self-regulated learning. Critical factors are the translation of competences into assessment criteria to be used in daily lessons and the involvement of the work field. The self-evaluations generated many points for improvement, but not all were translated into actions. Altogether, this article provides a rich picture of assessment quality in higher education and identifies quality aspects that need improvement, (partly) confirming other research on current assessment methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10