Self-evaluation of assessment programs: A cross-case analysis

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

    Research output: Contribution to journalArticleAcademicpeer-review

    16 Downloads (Pure)


    The goal of this article is to contribute to the validation of a self-evaluation method, which can be used by schools to evaluate the quality of their Competence Assessment Program (CAP). The outcomes of the self- evaluations of two schools are systematically compared: a novice school with little experience in competence-based education and assessment, and an innovative school with extensive experience. The self-evaluation was based on 12 quality criteria for CAPs, including both validity and reliability, and criteria stressing the importance of the formative function of assessment, such as meaningfulness and educational consequences. In each school, teachers, management and examination board participated. Results show that the two schools use different approaches to assure assessment quality. The innovative school seemsto be more aware of its own strengths and weaknesses, to have a more positive attitude towards teachers, students, and educational innovations, and to explicitly involve stakeholders (i.e., teachers, students, and the work field) in their assessments. This school also had amore explicit vision of the goal of competence- based education and could design its assessments in accordance with these goals.
    Original languageEnglish
    Pages (from-to)206-216
    Number of pages11
    JournalEvaluation and Program Planning
    Issue number3
    Publication statusPublished - Aug 2011


    • Self evaluation
    • Assessment
    • Vocational education
    • Cross case analysis


    Dive into the research topics of 'Self-evaluation of assessment programs: A cross-case analysis'. Together they form a unique fingerprint.

    Cite this