The effects of performance-based assessment criteria on student performance and self-assessment skills.
This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students.
Fastré
Greet Mia Jos
GM
Open University of the Netherlands, Heerlen, The Netherlands. g.fastre@educ.unimaas.nl
van der Klink
Marcel R
MR
van Merriënboer
Jeroen J G
JJ
D000293:Adolescent; D003071:Cognition / Q000502:physiology*; D004506:Education, Nursing; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D016743:Mental Competency; D009936:Organizational Innovation; D012647:Self-Assessment; D013334:Students; D011795:Surveys and Questionnaires; D013647:Task Performance and Analysis; D014743:Videotape Recording