Competence Assessment as Learner Support in Education

Vleuten, Cees van der; Sluijsmans, Dominique; Brinke, Desirée Joosten-ten

doi:10.1007/978-3-319-41713-4_28

Cited by 30 publications

(38 citation statements)

References 78 publications

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“…The following are strategies and tools particularly effective for formative assessment (van der Vleuten et al, 2017). Firstly, as students' self-directed learning is promoted by continuous reflection and feedback, effective feedback is the most powerful tool to turn an assessment into a formative assessment.…”

Section: The Assessment In Competence-based Educationmentioning

confidence: 99%

“…Assessing competence always involves the judgement by an expert. The reliability of judgment is often dealt with in terms of consensus among experts (van der Vleuten et al, 2017). Moreover, a consistent finding in research is that regardless of which method is used to measure competence, the results are context bound.…”

Section: The Assessment In Competence-based Educationmentioning

confidence: 99%

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The Change Laboratory for Teacher Training in Entrepreneurship Education

Morselli

2019

SpringerBriefs in Education

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We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer's eBook Collection. In addition, Briefs are available for individual print and electronic purchase.

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Section: The Assessment In Competence-based Educationmentioning

confidence: 99%

Section: The Assessment In Competence-based Educationmentioning

confidence: 99%

The Change Laboratory for Teacher Training in Entrepreneurship Education

Morselli

2019

SpringerBriefs in Education

View full text Add to dashboard Cite

show abstract

“…The importance of assessment is to validate content teaching, learning outcomes, and professional activities to support reliability and avoid misinformed student knowledge attainment (Vleuten et al, 2017). This requires referenced assessment that will adopt a holistic and divergent attitude involving a greater representation of peer and self-assessments that will reflect the higher self-learning in PBL (Biggs, 2007).…”

Section: The Objective and Frequency For An Effective Student Assessmmentioning

confidence: 99%

The Need for Standardization, Reliability and Validity in Fundamental Roots for a Successful Problem-Based Learning Program

Nauhria¹

2019

MedEdPublish

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McMaster University has introduced the Problem-Based Learning (PBL) in medical education over half a century ago. Since then, hundreds of reviews and study reports have identified many critical issues affecting the success of the PBL unit. Nonetheless, we are still debating the efficacy and success of the PBL program. Over half of all medical schools globally have introduced various versions of PBL pedagogy in their medical education program achieving assorted modifications of outcomes. In this paper, I have reviewed from many scholars and through their publications; I have identified eight important Fundamental Roots for a successful PBL program. The success of any PBL program must be evaluated as a whole from the perspective of Standardization, Reliability and Validity working synchronously between these fundamental roots and not the individual PBL unit. The importance of Standardization must consider all the critical issues identified in many reviews and study reports. These issues are one of many factors when incorporated into the fundamental framework of a PBL program will regulate all PBL units in a unified outcome. The educational objective principles will guide the reliability of a PBL program by meeting the institutional mission and students' career success goals. The "Assessment as Learning" should incorporate the "Holistic and Divergent Approach" and the longitudinal "Progress Testing". These are the principle methods of evaluation to achieve a reliable and valid outcome assessment in a successful PBL program.

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“…Research highlights that what is measured is more dependent on the stimulus format than the response format. Hence when designing an assessment, educators should pay more attention to the stimulus format (van der Vleuten, Sluijsmans, & Joosten-ten Brinke, 2017). Another distinction made in education is between formative and summative assessment.…”

Section: The Assessment In Competence-based Educationmentioning

confidence: 99%

The Assessment of Entrepreneurial Education

Morselli

2018

SpringerBriefs in Education

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According to Biggs' theory of constructive alignment, when designing and delivering a course (not only of entrepreneurship) educators should consider a coherence between the learning outcomes, the teaching and learning activities and the assessment practices. Assessment in this context is defined as an educational practice serving to fill the gap between the desired outcomes and what the student has actually achieved; not only is assessment essential to promote learning in students, but also permits teachers to reflect on and enhance their programmes. This chapter concentrates on how to assess a sense of initiative and entrepreneurship (SIE) among students, in educational settings. It will do so by drawing on literature of key competences and entrepreneurial education. The key finding is that assessment cannot be a 'one size fits all' process, but should be tailored to the institution and environments, with the active collaboration of the stakeholders. The final part of the chapter shows three best practices of entrepreneurial education in Ohio with a focus on assessment and the development of the SIE questionnaire for the evaluation of the way teachers educate for a SIE. Keywords Assessment • Entrepreneurial education Sense of initiative and entrepreneurship • Key competences Competence-based education This chapter explores the relevant literature on assessment through three streams: the assessment of competence, the assessment of key competencies and the assessment of entrepreneurial education. Within this scope, assessment is different from evaluation; while the former implies the learner's appraisal, the latter refers to the appraisal of providers, training methods or educators. The first section presents competence assessment with a suggested switch from psychometric to edumetric approaches, and the second describes the assessment of key competencies. In both assessments of competence and key competencies, formative assessment ('for' learning) plays a key role. The third section continues with the assessment of entrepreneurial education at secondary and tertiary level, with the literature evidencing an existing gap in assessment practices especially at secondary level. In enterprise, education forms

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Competence Assessment as Learner Support in Education

Cited by 30 publications

References 78 publications

The Change Laboratory for Teacher Training in Entrepreneurship Education

The Change Laboratory for Teacher Training in Entrepreneurship Education

The Need for Standardization, Reliability and Validity in Fundamental Roots for a Successful Problem-Based Learning Program

The Assessment of Entrepreneurial Education

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