Teachers’ opinions on quality criteria for Competency Assessment Programs

Liesbeth Baartman*, Theo Bastiaens, Paul A. Kirschner, Cees Van der Vleuten

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review


    Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers’ opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers () responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments.
    Original languageEnglish
    Pages (from-to)857-867
    Number of pages11
    JournalTeaching and Teacher Education
    Issue number6
    Early online date27 Jun 2006
    Publication statusPublished - Aug 2007


    • evaluation criteria
    • alternative assessment
    • teacher attitudes
    • vocational education


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