ERIC Number: EJ924260
Record Type: Journal
Publication Date: 2011-Aug
Abstractor: As Provided
Reference Count: 0
Self-Evaluation of Assessment Programs: A Cross-Case Analysis
Baartman, Liesbeth K. J.; Prins, Frans J.; Kirschner, Paul A.; van der Vleuten, Cees P. M.
Evaluation and Program Planning, v34 n3 p206-216 Aug 2011
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.
Descriptors: Educational Innovation, Competency Based Education, Self Evaluation (Groups), Program Validation, Evaluation Methods, Evaluation Criteria, Comparative Analysis, Test Reliability, Formative Evaluation, School Surveys, Evaluation Research, Test Validity, Program Evaluation, Case Studies
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A