A framework for designing and developing multimedia-based performance assessment in vocational education

Abstract

The development of any assessment should be an iterative and careful process. Ideally, this process is guided by a well-defined framework (see for ), but such a framework is not always available when the instrument to be developed is new or innovative. Frameworks for the development of traditional computer-based tests have been published and experimented with since the late 1990s, by which time CBT had already existed for more than a decade. In an earlier empirical pilot study, we described a new type of assessment for Dutch vocational education, called multimedia-based performance assessment (MBPA) (self-revealing reference 2014). This CBT uses multiple media formats and interactive tasks to measure skills that are currently measured by performancebased assessment. In conducting that pilot study, deficits in the existing literature made it difficult to ground all developmental steps in sound scientific theory. To remedy those deficits, this article presents and validates a framework for the design and development of MBPA, combining a search of the relevant literature from several subfields of educational assessment and consultation with assessment experts. The framework unites assessment development and multimedia development theory, focus solely on vocational education, -017-9559-5 and answers the call for a framework from the scientific community. The first step in validating the prototype framework involved five semi-structured interviews with Dutch assessment and multimedia experts to produce a final version of the framework. Second, the pilot MBPA was reconstructed in accordance with this finalized framework, resulting in an improved MBPA and demonstrating that the proposed framework is a useful and applicable tool for the design and development of MBPA in vocational education.example

Metacognitive Assessment Model for Student Project-Based Learning through the Blended Learning Practice MOOCs

“…However, taking into account the performance-based and project-or product-based assessment methods in vocational education, the measurement of metacognitive regulation (planning, monitoring, and evaluation) is more likely to be measured [1]. As explained by Klerk et al [30] that vocational education emphasizes performance-based assessment where students learn by doing. This is confirmed by Wimmers [19] that at the end of the vocational education program or professional education program, every student must achieve standardized work competence, so that in this educational program, performance-based assessment is a general method for assessing practical competence in an authentic context.…”

“…The score comes from three sources, namely peer, self, and teacher assessment. In the planning aspect, the peer assessment score (24.19) is categorized as high because it is close to the maximum score (30). Likewise, the self score (18.38) and teacher assessment (36.29) were also categorized as high because they were close to the maximum scores of 20 and 50.…”

Metacognitive skill assessment model through the blended learning management system in vocational education

“…However, considering the performance-based and product-based assessment methods in vocational education, metacognitive regulation (planning, monitoring, and evaluation) is more likely to be measured. Klerk, Veldkamp, and Eggen (2018) explained that vocational education emphasizes performance-based assessments where students learn by doing. This was confirmed by Wimmers (2016) that at the end of the vocational education program or professional education program, every student must achieve standardized work competence so that in this education program, performancebased assessment is a general method for assessing practical competence in an authentic context.…”

The design, development, and validation of a multimedia-based performance assessment for credentialing confined space guards

“…The measurement instrument was designed and developed following a two-stage, twelve-step framework for designing and developing an MBPA (De Klerk et al 2018). The focus of the framework is on the integrative, iterative and adaptive character of the design and development of an MBPA.…”