Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 94-116 |
| Number of pages | 23 |
| Journal | Studies in Educational Evaluation |
| Volume | 55 |
| DOIs | |
| Publication status | Published - Dec 2017 |
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Keywords
- Assessment quality
- literature review
- text analysis
Cite this
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Assessment quality in tertiary education : An integrative literature review. / Gerritsen-van Leeuwenkamp, Karin J.; Joosten-ten Brinke, Desirée; Kester, Liesbeth.
In: Studies in Educational Evaluation, Vol. 55, 12.2017, p. 94-116.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Assessment quality in tertiary education
T2 - An integrative literature review
AU - Gerritsen-van Leeuwenkamp, Karin J.
AU - Joosten-ten Brinke, Desirée
AU - Kester, Liesbeth
N1 - DS_Citation:Gerritsen-van Leeuwenkamp, K., Joosten-ten Brinke, D., & Kester, L. (2017). Assessment Quality in Tertiary Education: An Integrative Literature Review. Studies in educational evaluation, 55, 94-116.
PY - 2017/12
Y1 - 2017/12
N2 - In tertiary education, inferior assessment quality is a problem that has serious consequences for students, teachers, government, and society. A lack of a clear and overarching conceptualisation of assessment quality can cause difficulties in guaranteeing assessment quality. Thus, the aim of this study is to conceptualise assessment quality in tertiary education by providing an overview of the assessment quality criteria, their influences, the evaluation of the assessment quality criteria, and the perspectives that should be considered when evaluating assessment quality. This study aggregated 78 peer-reviewed journal articles in a framework using MAXQDA, and a text analysis was performed using Leximancer. The results identified validity, transparency, and reliability as assessment quality criteria; standardisation, stakeholders, clarity, and construct irrelevant variance as influences on the assessment quality criteria; validation and statistical data analyses to evaluate assessment quality; and students, staff, government, and experts as perspectives that should be considered when evaluating assessment quality. These insights are important for teachers, educational advisors, and managers who can use this information to determine what assessment quality means for their educational organisation and what they should consider when guaranteeing assessment quality. Moreover, the study provides researchers with insight into the current state of scientific evidence.
AB - In tertiary education, inferior assessment quality is a problem that has serious consequences for students, teachers, government, and society. A lack of a clear and overarching conceptualisation of assessment quality can cause difficulties in guaranteeing assessment quality. Thus, the aim of this study is to conceptualise assessment quality in tertiary education by providing an overview of the assessment quality criteria, their influences, the evaluation of the assessment quality criteria, and the perspectives that should be considered when evaluating assessment quality. This study aggregated 78 peer-reviewed journal articles in a framework using MAXQDA, and a text analysis was performed using Leximancer. The results identified validity, transparency, and reliability as assessment quality criteria; standardisation, stakeholders, clarity, and construct irrelevant variance as influences on the assessment quality criteria; validation and statistical data analyses to evaluate assessment quality; and students, staff, government, and experts as perspectives that should be considered when evaluating assessment quality. These insights are important for teachers, educational advisors, and managers who can use this information to determine what assessment quality means for their educational organisation and what they should consider when guaranteeing assessment quality. Moreover, the study provides researchers with insight into the current state of scientific evidence.
KW - Assessment quality
KW - literature review
KW - text analysis
U2 - 10.1016/j.stueduc.2017.08.001
DO - 10.1016/j.stueduc.2017.08.001
M3 - Article
VL - 55
SP - 94
EP - 116
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
ER -