The effects of performance-based assessment criteria on student performance and self-assessment skills
Greet Mia Jos Fastré1, Marcel R van der Klink, Jeroen J G van Merriënboer
1Open University of the Netherlands, Heerlen, The Netherlands. g.fastre@educ.unimaas.nl
Abstract:
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.
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