Assessment overviews


This paper shows that every assessment is a compromise on quality criteria. A utility formula is presented that has become a classic as a conceptual model about making purposeful assessment choices. The utility of an assessment is defined as a multiplication of quality characteristics where each characteristic has a defined weight. The context and the purpose of the assessment defines the weight.


A broad overview is provided on tools and issues around the assessment of professional competence. Very readable for anyone new to the field of assessment. 


This paper argues we should not optimize all quality characteristics of an individual method of assessment, but optimize the assessment program as a whole.


A number of principles of assessment are inferred from the consistencies found in the research. These principles form the basis of later theory development around programmatic assessment.


Should our strategy of finding bad apples be similar to making the bright more shiny? We think not.


A historical account of how programmatic assessment came to existence. Central is the notion that compromises are always needed and that the question is where to optimize what. This led to programmatic assessment.


  • Competence Assessment as Learner Support in Education
    C van der Vleuten, D Sluijsmans, D. Joosten-ten Brinke
    In: M. Mulder (ed.), Competence-based Vocational and Professional Education, Technical and Vocational Education and Training: Issues, Concerns and Prospects, Springer International Publishing Switzerland, 2017, 607-630.

A compilation of insights from the assessment research, a review of formative assessment strategies and a synthesis of all this evidence leading to a programmatic assessment approach.