Assessment-culture in transition: Consequences for instruction, formative and summative assessment.

R.J. Oostdam, M. Elshout-Mohr, M. Overmaat

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In higher vocational education a shift towards competence-oriented curricula can be observed. As a result, much attention is given to new assessment procedures. Main focus is no longer on the measurement of separate learning outcomes, but on the integrated application of knowledge, skills and attitudes in authentic professional situations. For the assessment of this so-called professional competency new instruments are introduced such as the portfolio, the simulation of critical situations and overall-domain-knowledge tests. In case of implementing a competence-oriented curriculum and introducing a new ‘assessment culture’, faculties enter a transition phase in which the relation between assessment, instruction and coaching will be object of discussion. For analyzing the interrelated changes that occur during this phase we discuss three conceptual instruments that are based on the principle that assessment, instruction and coaching should be congruent. In presenting the instruments a clear distinction is being made between an instructivistic (teacher-directed) and a constructivistic (student-directed) version of a competence-oriented curriculum.
Original languageEnglish
Title of host publicationImproving Learning
Subtitle of host publicationFostering the will to learn
PublisherEuropean Association for Research on Learning and Instruction
Publication statusPublished - 2003


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