Assessment criteria for competency-based education: a study in nursing education

This study examined the effects of type of assessment criteria (performancebased vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students' performance and assessment skills. Students on thr...

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Bibliographic Details
Published in:Instructional science 2014-11, Vol.42 (6), p.971-994
Main Authors: Fastré, Greet M. J., van der Klink, Marcel R., Amsing-Smit, Pauline, van Merriënboer, Jeroen J. G.
Format: Article
Language:English
Subjects:
Accuracy
Allied Health Occupations Education
Comparative Analysis
Competence
Competency Based Education
Education
Educational environment
Educational evaluation
Educational Psychology
Evaluation Criteria
Instructional design
Learning
Learning and Instruction
Motor Vehicles
Nurses
Nursing Education
Nursing students
Open Universities
Pedagogic Psychology
Perceptual learning
Performance Based Assessment
Secondary Education
Secondary School Students
Student evaluation of teacher performance
Vocational Education
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Summary:This study examined the effects of type of assessment criteria (performancebased vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students' performance and assessment skills. Students on three programmes in the domain of nursing and care (N = 93) participated in the study. Results show that students who were given the relevant criteria made more accurate assessments of an expert model, performed better on a test and achieved higher instructional efficiency (defined as the relationship between performance and mental effort) compared to students who were given all criteria. Students who were given performance-based assessment criteria made more accurate assessments of an expert model and scored higher on task performance during practice compared to students who were given competency-based assessment criteria. They invested less mental effort in the assessments, resulting in higher instructional efficiency. An interaction effect for the concreteness of answers shows that the combination of performance-based and relevant criteria leads to superior analysis of worked examples compared to the other combinations of criteria.
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-014-9326-5