Criteria and standards of generic competences at bachelor degree level: A review study

Educational Research Review

Volumn 14, Issue , 2015, Pages 18-32

  Strijbos, Jetske ^a   Engels, Nadine ^b   Struyven, Katrien ^b  

^a Department of Obstetrics and Gynaecology   (Belgium)

^b VRIJE UNIVERSITEIT BRUSSEL   (Belgium)

Author keywords

Criteria; Educational standards; Generic competences; Learning outcomes

Indexed keywords

EID: 84922561380     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2015.01.001     Document Type: Review

References (61)

1. Assessment Standards Knowledge Exchange. (2007). Assessment standards: A manifesto for change. Feedback: An agenda for change. Retrieved on 06 March 2014.
2. Baartman L.K.J., Bastiaens T.J., Kirschner P.A., van der Vleuten C.P.M. Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review 2007, 2:114-129.
3. Bennett R.E. Cognitively Based Assessment of, for, and as Learning (CBAL): A preliminary theory of action for summative and formative assessment. Measurement 2010, 8:70-91.
4. Biggs J. Enhancing teaching through constructive alignment. Higher Education 1996, 32:347-364.
5. Biggs J. Teaching for quality learning at university 2003, SRHE/Open University, Buckingham. 2nd ed.
6. Biggs J.B., Collis K.F. Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome) 1982, Academic Press, New York.
7. Bloxham S. You can see the quality in front of your eyes': Grounding academic standards between rationality and interpretation. Quality in Higher Education 2012, 18:185-204.
8. Boud D. Enhancing learning through self assessment 1995, Kogan Page, London.
9. Braun E., Woodley A., Richardson J.T.E., Leidner B. Self-rated competences questionnaires from a design perspective. Educational Research Review 2012, 7:1-18.
10. Carless D. Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International 2007, 44:57-66.
11. Cascallar A., Cascallar E. Setting standards in the assessment of complex performances: The optimized extended-response standards setting method. Optimizing new modes of assessment: In search for qualities and standards 2003, 247-266. Kluwer Academic Publishers, Dordrecht. M. Segers, F. Dochy, E. Cascallar (Eds.).
12. Cedefop European guidelines for validating non-formal and informal learning Accessed 11.28.13. http://www.cedefop.europa.eu/EN/Files/4054_en.pdf.
13. Coates H. Defining and monitoring academic standards in Australian higher education. Higher Education Management and Policy 2010, 22:1-17.
14. Daugherty R., Black P., Ecclestone K., James M., Newton P. Alternative perspectives on learning outcomes: Challenges for assessment. The Curriculum Journal 2008, 19:243-254.
15. Dochy F. The Edumetric Quality of New Modes of Assessment: Some Issues and Prospects. Assessment, Learning and Judgement in Higher Education 2009, Springer Science. G. Joughin (Ed.).
16. Dochy F., Nickmans G. Competentiegericht opleiden en toetsen. Theorie en praktijk van flexibel leren 2005, Lemma, Utrecht.
17. Dochy F., Struyven K. Assessment: Betekenis en assessmentvormen. Assessment in onderwijs: Nieuwe toetsvormen en examinering in studentgericht onderwijs en competentiegericht onderwijs 2002, Lemma, Utrecht. F. Dochy, L. Heylen, H. Van de Mosselaer (Eds.).
18. East M. Evaluation the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing writing 2009, 4:88-115.
19. Entwistle N., Entwiste A. Contrasting forms of understanding for degree examinations: The student experience and its implications. Higher Education 1991, 22:205-227.
20. Entwistle N.J., Peterson E.R. Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning. International Journal of Educational Research 2004, 41:407-428.
21. European Association for Quality Assurance in Higher Education Standards and guidelines for quality assurance in the European higher education area Accessed 11.28.13. http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Standards-and-Guidelines-for-QA.pdf.
22. European Commission The Bologna Declaration Accessed 11.28.13. http://www.magna-charta.org/resources/files/BOLOGNA_DECLARATION.pdf.
23. European Commission The European qualifications framework for lifelong learning Accessed 11.18.13. http://ec.europa.eu/dgs/education_culture.
24. European Parliament Council Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework. Official Journal of the European Union 2008, 2008/C 111/01. Accessed 6.3.14. http://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:32008H0506(01).
25. Fastré G. Improving sustainable assessment skills in vocational education 2011, Universitaire Pers Maastricht, Heerlen.
26. Fletcher R.B., Meyer L.H., Anderson H., Johnston P., Rees M. Faculty and students conceptions of assessment in higher education. Higher Education 2012, 64:119-133.
27. Fredericks Volkwein J. The assessment context: Accreditation, accountability, and performance. New Directions for Institutional Research 2010, S1:3-12.
28. Illeris K. Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education 2003, 22:396-406.
29. Illeris K. How we learn. Learning and non-learning in school and beyond 2007, Routledge, New York.
30. Illeris K. Competence development - the key to modern education, or just another buzzword. Asia Pacific Education review 2008, 9:1-4.
31. Knight P.T., Page A. The assessment of 'wicked' competences. Report to the Practice-Based Professional Learning Centre Accessed 4.10.13. http://kn.open.ac.uk/public/document.cfm?docid=9267.
32. Liu O.L. Value-added assessment in higher education: A comparison of two methods. Higher Education 2011, 61:445-461.
33. Lubinescu E.S., Ratcliff J.L., Gaffney M.A. Two continuums collide: Accreditation and assessment. New Directions for Higher Education 2001, 113:5-21.
34. Marton F., Säljö R. On qualitative differences in learning - II outcome as a function of the learner's conception of the task. British Journal of Educational Psychology 1976, 46:115-127.
35. Massaro V. Cui bono? The relevance and impact of quality assurance. Journal of Higher Education Policy and Management 2010, 32:17-26.
36. Mateo J., Escofet A., Martinez-Olmo F., Ventura J., Vlachopoulos D. Evaluation tools in the European Higher Education Area (EHEA): An assessment for evaluating the competences of the Final Year Project in the social sciences. European Journal of Education 2012, 47:435-447.
37. McLendon M.K., Hearn J.C., Deaton R. Called to account: Analyzing the origins and spread of state performance-accountability policies for higher education. Educational Evaluation and Policy Analysis 2006, 28:1-24.
38. Meier S.L., Rich B.S., Cady J. Teachers' use of rubrics to score non-traditional tasks: Factors related to discrepancies in scoring. Assessment in Education: Principles, Policy and Practice 2006, 13:69-95.
39. Melis L. De beschrijving van leerresultaten en de profilering van opleidingen. De aanpak in Vlaanderen. Thema 2010, 5:44-48.
40. Nicholson K. Quality assurance in higher education: A review of the literature Accessed 11.18.14. http://cll.mcmaster.ca/COU/pdf/Quality%20Assurance%20Literature%20Review.pdf?referer=http%3A%2F%2Fscholar.google.be%2Fscholar%3Fq%3Dnicholson%2Baccountability%2B2011%2B%2522higher%2Beducation%2522%26hl%3Dnl%26as_sdt%3D0%26as_vis%3D1%26oi%3Dscholart%26sa%3DX%26ei%3DPOyWUqXvCYzb7Aaw2IGgDg%26ved%3D0CCwQgQMwAA#search=%22nicholson%20accountability%202011%20higher%20education%22.
41. O'Donovan B., Price M., Rust C. Developing student understanding of assessment standards: A nested hierarchy of approaches. Teaching in Higher Education 2008, 13:205-217.
42. Price M., Carroll J., O'Donovan B., Rust C. If I was going there I wouldn't start from here: A critical commentary on current assessment practice. Assessment & Evaluation in Higher Education 2001, 36:479-492.
43. Rust C., Price M., O'Donovan B. Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education 2003, 28:147-164.
44. Sadler D.R. Specifying and promulgating achievement standards. Oxford Review of Education 1987, 13:191-209.
45. Sadler D.R. Interpretations of criteria-based assessment and grading in higher education. Assessment and Evaluation in Higher Education 2005, 30:175-194.
46. Sadler D.R. Interdeterminacy in the use of preset criteria for assessment and grading in higher education. Assessment and Evaluation in Higher Education 2009, 34:159-179.
47. Segers M., Dochy F. New assessment forms in problem-based learning: The value-added of the students' perspective. Studies in Higher Education 2001, 26:327-343.
48. Segers M., Dochy F., Cascallar E. The era of assessment engineering. Optimizing new modes of assessment: In search for qualities and standards 2003, 13-36. Kluwer Academic Publishers, Dordrecht. M. Segers, F. Dochy, E. Cascallar (Eds.).
49. Shin J.C. Impacts of performance-based accountability on institutional performance in the U.S. Higher Education 2010, 60:47-68.
50. Sin C. Academics understandings of and responses to Bologna: A three-country perspective. European Journal of Education 2012, 47:392-404.
51. Smith K., Tillema K. Use of criteria in assessing teaching portfolios: Judgemental practices in summative evaluation. Scandinavian Journal of Educational Research 2007, 51:103-117.
52. Smith L.J., Clements C., Olson J.E. Local versus standardized content assessment: Some management implications, or why bother?. Journal of Education for Business 2010, 85:249-257.
53. Stensaker B., Harvey L., Huisman J., Langfeldt L., Westerheijden D.F. The impact of the European standards and guidelines in agency evaluations. European Journal of Education 2010, 45:577-587.
54. Sulsky L.M., Kline T.J.B. Understanding frame-of-reference training success: A social learning theory perspective. International Journal of Training and Development 2007, 11:121-131.
55. Todd M., Bannister P., Clegg S. Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final-year social sciences students. Assessment and Evaluation in Higher Education 2004, 29:335-355.
56. Torrance H., Pryor J. Developing Formative Assessment in the Classroom: using action research to explore and modify theory. British Educational Research Journal 2001, 27:615-631.
57. Van Merriënboer J.J.G., van der Klink M.R., Hendriks M. Competenties: van complicaties tot compromis. Over schuifjes en begrenzers 2002, Den Haag, Onderwijsraad.
58. Whittemore R., Knafl K. The integrative review: Updated methodology. Journal of Advanced Nursing 2005, 52:546-553.
59. Wood L.N., Thomas T., Rigby B. Assessment and standards for graduate outcomes. Asian Social Science 2011, 7:12-17.
60. Yorke M. Summative assessment: Dealing with the 'measurement fallacy'. Studies in Higher Education 2011, 36:251-273.
61. Young J., Chapman E. Generic competency frameworks: A brief historical overview. Education Research and Perspectives 2010, 37.