Determining the quality of competences assessment programs: A self-evaluation procedure

Liesbeth Baartman*, Frans Prins, Paul A. Kirschner, Cees Van der Vleuten

*Corresponding author for this work

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    As assessment methods are changing, the way to determine their quality needs to be changed accordingly. This article argues for the use Competences Assessment Programs (CAPs), combinations of traditional tests and new assessment methods which involve both formative and summative assessments. To assist schools in evaluating their CAPs, a self-evaluation procedure was developed, based on 12 quality criteria for CAPs developed in earlier studies. A self-evaluation was chosen as it is increasingly used as an alternative to external evaluation. The CAP self-evaluation is carried out by a group of functionaries from the same school and comprises individual self-evaluations and a group interview. The CAP is rated on the 12 quality criteria and a piece of evidence is asked for to support these ratings. In this study, three functionaries from eight schools (N = 24) evaluated their CAP using the self-evaluation procedure. Results show that the group interview was very important as different perspectives on the CAP are assembled here into an overall picture of the CAP’s quality. Schools seem to use mainly personal experiences to support their ratings and need to be supported in the process of carrying out a self-evaluation.
    Original languageEnglish
    Pages (from-to)258-281
    Number of pages24
    JournalStudies in Educational Evaluation
    Issue number3-4
    Early online date24 Aug 2007
    Publication statusPublished - Dec 2007


    • program evaluation
    • alternative assessment
    • evaluation criteria
    • self evaluation


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