New lines in edumetrics: New forms of assessment lead to new assessment criteria

Studies in Educational Evaluation

Volumn 27, Issue 4, 2001, Pages 307-329

  Dierick, Sabine ^a   Dochy, Filip ^b  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035648953     PISSN: 0191491X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0191-491X(01)00032-3     Document Type: Article

References (117)

1. American Educational Research Association, American Psychological Association, National Council on Measurement in Education. (1985). Standards for Educational and Psychological Testing. Washington, D.C.: Authors.
2. Arter, J.A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11 (1), 36-44.
3. Beckwith, J.B. (1991). Approaches to learning, their context and relationship to assessment performance. Higher Education, 22, 17-30.
4. Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F.J.R.C. Dochy (Eds.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, (pp. 3-30). Boston: Kluwer Academic.
5. Birenbaum, M., & Dochy, F. (Eds.) (1996). Alternatives in Assessment of Achievement, Learning Processes and Prior Knowledge. Boston: Kluwer Academic.
6. Boud, D. (1995). Enhancing Learning through Self-assessment. London: Kogan Page.
7. Boud, D., & Falchikov, N. (1989). Quantitative studies of self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549.
8. Broadfoot, P.M. (1986). Profiles and Records of Achievement: A Review of Issues and Practice. London: Holt, Rinehart & Winston.
9. Calfee, R., & Perfumo, P. (1996). Writing Portfolios in the Classroom; Policies and Practice, Promise and Peril. Mahwah, NJ: Erlbaum.
10. Campione, J.C., & Brown, A.L. (1990). Guided learning and transfer : Implications for approaches to assessment. In N. Frederiksen, R. Glaser, A. A. Lesgold & M.G. Shafto (Eds.), Diagnostic Monitoring of Skill and Knowledge Acquisition (pp. 141-172). Hillsdale, NJ: Erlbaum.
11. Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22, 233-239.
12. Chi, M.T.H., Leeuw De, N., Chiu M. & LaVancher, C. (1992). Self-explanations improve learning. Paper Presented at the NATO Advanced Study Institute on "Psychological and Educational Foundations of Technology-based Learning Environments" at Kolymbari, Crete, July 1992.
13. Collins, A. (1990). Reformulating testing to measure learning and thinking. In N. Frederiksen, R. Glaser, A. Lesgold & M.G. Shafto, Diagnostic Monitoring of Skill and Knowledge Acquisition (pp. 75-87). Hillsdale, NJ: Erlbaum.
14. Conway, R., Kember, D., Sivan, A., & Wu, M. (1993). Peer assessment of an individual's contribution to a group project. Assessment and Evaluation in Higher Education, 18 (1), 45-56.
15. Courts, P.L., & McIreney, K.H. (1993). Assessment in Higher Education. Politics, Pedagogy, and Portfolios. Westport, Connecticut: Praeger.
16. Cronbach, L.J. (1988). Five perspectives on validity argument. In H. Wainer & H.I. Brown (Eds.), Test Validity (pp.3-17). Hillsdale, NJ: Erlbaum.
17. Cronbach, L.J. (1989). Construct validation after thirty years. In R.L. Linn (Ed.), Intelligence: Measurement, Theory and Public Policy (pp. 147-171). Urbana: University of Illinois Press.
18. D'Aoust, C. (1992). Portfolios: Process for students and teachers. In K. Blake Yancey (Ed.), Portfolios in the Writing Classroom (pp. 39-48). Urbana, II: National Council of Teachers of English.
19. Dancer, W.T., & Dancer, J. (1992). Peer rating in higher education. Journal of Education for Business, 67 (5), 306-309.
20. Darling-Hammond, L. Ancess, J., & Falk, B. (1995). Authentic Assessment in Action. New York: Teachers College Press.
21. De Corte, E. (1990). A state-of-the-art of research on learning and teaching. Keynote Lecture Presented at the First European Conference on the First Year Experience in Higher Education, Aalborg University, Denmark, 23-25 April 1990.
22. De Rijke, R., & Dochy, F. (1995). Assessment Centres in Onderwijs, Opleiding en HRM [Assessment Centres in Education, Training and HRM]. Utrecht: Lemma.
23. Dochy, F. (1994). Prior knowledge and learning. In T. Husén & T.N. Postlethwaite (Eds.), International Encyclopedia of Education, Second Edition (pp. 4698-4702). Oxford/New York: Pergamon.
24. Dochy, F. (2001). A new assessment era: Different needs, new challenges. Research Dialogue in Learning and Instruction, 2, 11-20.
25. Dochy, F., & Dierick, S. (2000). Een structureel beleid voor toetsing en assessment in constructiegericht onderwijs (CGO): Kern voor het slagen van universitaire onderwijsvernieuwing [Structural management for evaluation and assessment in a constructive learning environment: Key stone for successful academic educational innovation]. Tijdschrift voor Onderwijsrecht en - Beleid, 12, 123-164.
26. Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23 (4), 279-298.
27. Dochy, F., & Moerkerke, G. (1997a). The present, the past and the future of achievement testing and performance assessment. International Journal of Educational Research, 27, 5, 415-432.
28. Dochy, F., & Moerkerke, G. (1997b). Assessment as a major influence on learning and instruction. International Journal of Educational Research, 27 (5), 415-432.
29. Dochy, F., Moerkerke, G., & Martens, R. (1996). Integrating assessment, learning and instruction: Assessment of domain-specific and domain-transcending prior knowledge and progress. Studies in Educational Evaluation, 22 (4), 123-136.
30. Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24 (3), 331-350.
31. English, F.W. (1992). Deciding What to Teach and Test. Newbury Park, California: Sage.
32. Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self-assessments. Assessment and Evaluation in Higher Education, 11 (2), 146-166.
33. Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Innovations in Education and Training International, 32 (2), 175-187.
34. Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430.
35. Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70 (3), 287-322.
36. Feller, M. (1994). Open-book testing and education for the future. Studies in Educational Evaluation, 20, 235-238.
37. Feltovich, P.J., Spiro, R.J., & Coulson, R.L. (1993). Learning, teaching, and testing for complex conceptual understanding. In N. Frederiksen, R.J. Mislevy & I.I.Bejar (Eds.), Test Theory for a New Generation of Tests. Hillsdale, N.J.: Erlbaum.
38. Frederiksen, J.R., & Collins, A. (1989). A system approach to educational testing. Educational Researcher, 18 (9), 27-32.
39. Frederiksen, N. (1984). The real test bias influences of testing on teaching and learning. American Psychologist, 39 (3), 193-202.
40. Fry, S.A. (1990). Implementation and evaluation of peer marking in higher education. Assessment and Evaluation in Higher Education, 15 (3), 177-189.
41. Gentile, C. (1992). Exploring New Methods for Collecting Students' School-based Wiring: Naep's 1990 Portfolio Study. Washington, DC: National Center for Educational Statistics.
42. Glaser, R. (1990). Toward new models for assessment. International Journal of Educational Research, 14, 375-483.
43. Glaser, R., & Silver, E. (1994). Assessment, testing and instruction: Retrospect and prospect. Research an Development in Higher Education, 20, 393- 419.
44. Glaser, R., Lesgold, A., & Lajoie, S. (1987). Toward a cognitive theory for the measurement of achievement. In R.R. Ronning, J. Glover, J.C. Conoley, & J.C. Witt (Eds.), The Influence of Cognitive Psychology on Testing and Measurement (pp. 41-85). Hillsdale, NJ: Erlbaum.
45. Goldfinch, J., & Raeside, R. (1990). Development of a peer assessment technique for obtaining individual marks on a group project. Assessment and Evaluation in Higher Education, 15 (3), 210-231.
46. Gredler, M.E. (1995). Implications of portfolio assessment for program evaluation. Studies in Educational Evaluation, 21, 431-437.
47. Green, D., Brannigan, C., Mazelan, P., & Giles, L. (1994). Measuring student satisfaction: A method for improving the quality of the student experience. In S. Haselgrove (Ed.), The Student Experience (pp. 100-107). Buckingham, UK: SRHE & Open University Press.
48. Griffee, D.T. (1995). A Longitudinal Study of Student Feedback: Self-assessment, Course Evaluation and Teacher Evaluation. Birmingham, Alabama: Longman.
49. Gronlund, N.E. (1988). How to Construct Achievement Tests (4th Ed.). Englewood Cliffs, NJ: Prentice Hall.
50. Haertel, E.H. (1991). New forms of teacher assessment. Review of Research in Education, 17, 3-29.
51. Hall, K. (1995). Co-assessment: Participation of students with staff in the assessment process. A report of work in progress. Paper Presented at the 2nd European Electronic Conference on Assessment and Evaluation, EARLI-AE list European Academic & Research Network (EARN) (http://listserv.surfnet.nl/archives/earli-ae.html).
52. Hambleton, R.K., & Murphy, E. (1992). A psychometric perspective on authentic measurement. Applied Measurement in Education, 5, 1-16.
53. Harvey, L., & Green, D. (1994). Quality in Higher Education Project: Employer Satisfaction Summary Report. Birmingham, UK: University of Central England.
54. Hassmen, P., Sams, M.R., & Hunt, D.P. (1996). Self-assessment responding and testing methods: Effects on performers and observers. Perceptual and Motor Skills, 83, 1091-1104.
55. Heller, J.I., Sheingold, K., & Myford, C.M. (1998). Reasoning about evidence in portfolios: Cognitive foundations for valid and reliable assessment. Educational Assessment, 5 (1), 5-40.
56. Herman, J., Gearhart, M., & Baker, E. (1993). Assessing writing portfolios: Issues in the validity and meaning of scores. Educational Assessment, 1 (3), 201-224.
57. Morgan, D.D., Bol, L., & Hacker, D. (1997). An examination of the relationships among self, peer, and instructor assessments. Paper Presented at the European Association for Research on Learning and Instruction, Athens, Greece, 1997.
58. Jessup, G. (1991). Outcomes, NVQs and the Emerging Model of Education and Training. London: Falmer.
59. Kane, M. (1992). An argument-based approach to validity. Psychological Bulletin, 112, 527-535.
60. Keaten, J.A., & Richardson, M.E. (1992, February). A field investigation of peer assessment as part of the student group grading process. Paper Presented at the Western Speech Communication Association Convention, Albuquerque, NM.
61. Keeves, J.P. (1994). Methods of assessment in schools. In T. Husèn & T.N. Postlethwaite (Eds.), International Encyclopedia of Education (pp. 362-370). Oxford / New York: Pergamon.
62. Kleinasser, A., Horsch, E., & Tastad, S. (1993, April). Walking the talk: Moving from a testing culture to an assessment culture. Paper Presented at the Annual Meeting of the American Educational Research Association. Atlanta, GA.
63. Koretz, D., McCaffrey, D., Kelin, S. Bell, R., Stecher, D. (1993). Interim Report: The Reliability of Vermont Portfolio Scores in the 1992-93 School Year. Santa Monica, CA: RAND Institute on Education and Training, National Center for Research on Evaluation, Standards and Student Testing.
64. Koretz, D., Stecher, B., Klein, S., & Mc Caffrey, D. (1994). The Vermont portfolio assessment program: Findings and implications. Educational Measurement; Issues and Practice, 13 (3), 5-16.
65. Kwan, K., & Leung, R. (1996). Tutor versus peer group assessment of student performance in a simulation training exercise. Assessment and Evaluation in Higher Education, 21 (3), 205-214.
66. LeMahieu, P., Gitomer, D.H., & Eresh, J.T. (1995). Portfolios in large-scale assessment: Difficult but not impossible. Educational Measurement: Issues and Practices, 14 (3), 11-16, 25-28.
67. Linn, R.L., Baker, E., & Dunbar, S. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 16, 1-21.
68. Lohman, D.F. (1993). Teaching and testing to develop fluid abilities. Educational Researcher, 22, 12-23.
69. Longhurst, N., & Norton, L.S. (1997). Self-assessment in coursework essays. Studies in Educational Evaluation, 23 (4), pp. 319-330.
70. Madaus, G.F., & Kellaghan, K. (1993). British experience with authentic testing. Phi Delta Kappan, 74, 458-569.
71. Magone, M., Cai, J., Silver, E., & Wang, N. (1993). Validity evidence for cognitive complexity of performance assessments: An analysis of selected QUASAR tasks. International Journal of Educational Research, 21, (3), 317-340.
72. Magone, M.E., Cai, J., Silver, E.A., & Wang, N. (1994). Validating the cognitive complexity and content quality of a mathematics performance assessment. International Journal of Educational Research, 21, (4), 317-340.
73. Martin, S. (1997). Two models of educational assessment: A response from initial teacher education: If the cap fits. Assessment and Evaluation in Higher Education,22 (3), 223-234.
74. Masters, G., & Mislevy, R.J. (1993). New views of student learning : Implications for educational measurement. In N. Frederiksen, R.J. Mislevy & I. Bejar (Eds.), Test Theory for a New Generation of Tests. Hillsdale, NJ : Erlbaum.
75. McDowell, L. (1996). The impact of innovative assessment on student learning. Innovations in education and training international. Journal of the Association for Education and Training Technology and Staff and Educational Develpment Association, 32 (4), 302-313.
76. McNamara, M.J., & Deane, D. (1995). Self-assessment activities: Toward language autonomy in language learning. Tesol, 5(1), 17-21.
77. Messick, S. (1984). The psychology of educational measurement. Journal of Educational Measurement, 21, 215-238.
78. Messick, S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18 (2), 5-11.
79. Messick, S. (1994). The interplay of evidence and consequences in the validation performance assessments. Educational Researcher, 23 (2), 13-22.
80. Mislevy, R.J. (1996) Test theory reconceived. Journal of Educational Measurement, 33 (4), 379-416.
81. Moerkerke, G. (1996). Assessment for Flexible Learning. Utrecht: Lemma.
82. Moss, P.A. (1992). Shifting conceptions of validity in educational measurement: Implications for performance assessment. Review of Educational Research, 62 (3), 229-258.
83. Moss, P.A. (1995). Themes and variations in validity theory. Educational Measurement II, 5-13.
84. Nitko, A. (1995) Curriculum-based continuous assessment: A framework for concepts, procedures and policy. Assessment in Education, 2, 321-337.
85. Oldfield, K..A., & Macalpine, J.M.K. (1995). Peer and self-assessment at the tertiary level - An experiential report. Assessment and Evaluation in Higher Education, 20 (1), 125-132.
86. Orsmond, P., Merry, S., & Reiling, K. (1996). The importance of marking criteria in the use of peer assessment. Assessment and Evaluation in Higher Education, 21 (3), 239-249.
87. Pain, H., Bull, S. & Brna, P. (1996). A Student Model 'for Its Own Sake' [On-line]. Available: http://cbl.leeds.ac.uk/~paul/papers/euroaiedpapers96/smpaper/smpaper.html
88. Paulson, F.L., Paulson, P.R., & Meyer, C.A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48 (5), 60-63.
89. Resnick, L.B. (1987). Learning in school and out. Educational Researcher, 16 (9), 13-20.
90. Ridgway, J., & Schoenfeld, A. (1994). Balanced assessment: Designing assessment schemes to promote desirable change in mathematics education. Invited Paper at the First European Electronic Conference on Assessment and Evaluation, February 21-23, EARLI-AE list European Academic & Research Network (EARN) (EARLI_AE on Listserv@nic.surfnet.nl).
91. Rushton, C., Ramsey, P., & Rada, R. (1993). Peer assessment in a collaborative hypermedia environment: A case study. Journal of Computer-based Instruction, 20 (3), 75-80.
92. Sambell, K., & McDowell, L. (1997). The value of self- and peer assessment to the developing lifelong learner. In C. Rust (Ed.), Improving Student Learning - Improving Students as Learners (pp. 56-66). Oxford, UK: Oxford Centre for Staff and Learning Development.
93. Schon, D. A. (1987). Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
94. Segers, M.S.R. (1996a). Assessment in a problem-based economic curriculum. In M. Birenbaum & F.J.R.C. Dochy (Eds.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge (pp. 201-224). Boston: Kluwer Academic.
95. Segers, M.S.R. (1996b). An alternative for assessing problem solving skills: The overall test. Paper Presented at the Northumbria Assessment Conference, Newcastle, 4-6 September 1996.
96. Segers, M.S.R. (1997). An alternative for assessing problem-solving skills: The overall test. Studies in Educational Evaluation, 23 (4), 373-398.
97. Segers, M.S.R. (1999). Assessment in student-centered education: Does it make a difference? UNISCENE Newsletter, 2 (in press).
98. Segers, M.S.R., & Dochy, F.J.R.C. (1996). The use of performance indicators for quality assurance in higher education. Studies in Educational Evaluation, 22 (2), 115-139.
99. Segers, M., Dochy, F., & De Corte, E. (1999). Assessment practices and students' knowledge profiles in a problem-based curriculum. Learning Environments Research, 2, 191-213.
100. Segers, M.S.R., Tempelaar, D., Keizer, P., Schijns, J., Vaessen, E., & Van Mourik, A. (1991). De Overall-toets: Een Eerste Experiment met een Nieuwe Toets Vorm [The Overall-test: A First Experiment with a New Form of Assessment]. Maastricht: University of Limburg.
101. Segers, M.S.R., Tempelaar, D., Keizer, P., Schijns, J., Vaessen, E., & Van Mourik, A. (1992). De Overall-toets: Een Tweede Experiment met een Nieuwe Toetsvorm [The Overall-test: A Second Experiment with a New Form of Assessment]. Maastricht: University of Limburg.
102. Shavelson, R.J. (1994). Guest editor's preface. International Journal of Educational Research, 21, 235-237.
103. Shavelson, R.J., Xiaohong, G., & Baxter, G. (1996). On the content validity of performance assessments: Centrality of domain-specifications. In M. Birenbaum, & F. Dochy (Eds.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge (pp. 131-142). Boston: Kluwer Academic.
104. Shulman, L.S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of educational reform. Educational Leadership, 45, 36-14.
105. Snow, R.E., & Lohman, F.D. (1989). Implications of cognitive psychology for educational measurement. In R.L. Linn (Ed.), Educational Measurement (3rd Ed., pp. 263-331). New York: American Council on Education/Macmillan.
106. Somervell, H. (1993). Issues in assessment, enterprise and higher education: The case for self-, peer and collaborative assessment. Assessment and Evaluation in Higher Education, 18 (3), 221-33.
107. Stefani, L.A.J. (1994). Peer, self- and tutor assessment: Relative reliabilities. Studies in Higher Education, 19 (1), 69-75.
108. Strachan, I.B., & Wilcox, S. (1996). Peer and self-assessment of group work: Developing an effective response to increased enrolment in a third-year course in microclimatology. Journal of Geography in Higher Education, 20 (3), 343-353.
109. Suen, H.K., Logan, C.R., Neisworth, J.T., & Bagnato, S. (in press). Parent-professional congruence. Is it necessary? Journal of Early Intervention.
110. Supovitz, J.A., MacGowan III, A., & Slattery J. (1997). Assessing agreement: An examination of the interrater reliability of portfolio assessment in Rochester, New York. Educational Assessment, 4 (3), 237-259.
111. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio Assessment in the Reading-writing Classroom. Nordwood, MA: Christopher Gordon.
112. Topping, K. (1998). Peer-assessment between students in colleges and universities. Review of Educational Research, 68 (3), 249-276.
113. Voss, J.F., & Post, T.A. (1990). On the solving of ill-structured problems. In N. Frederiksen, R. Glaser, A. Lesgold & M.G. Shafto (Eds.), Diagnostic Monitoring of Skill and Knowledge Acquisiton. (pp. 261-285). Hillsdale, NJ: Erlbaum.
114. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
115. Wilbrink, B. (1997). Assessment in historical perspective. Studies in Educational Evaluation, 22 (1), 31-48.
116. Williams, E. (1992). Student attitudes towards approaches to learning and assessment. Assessment and Evaluation in Higher Education, 17 (1), 45-58.
117. Wolf Palmer, D. (1989). Portfolio assessment: Sampling student work. Educational Leadership, 46, 35-39.