Work-based assessment


Assessors are not passive calibrated instruments. Should we not acknowledge that and look at their role differently? What consequence does a constructivistic learning perspective has for our dominant psychometric theories in assessment?


Should we not replace scores by words in work-based assessment? We need a different validity theory that is based on an interpretivist view on assessment.

Psychometric analyses show feasible samples of work-based assessments are possible, particularly when information is combined across different methods.

Work-based assessment and buy-in from the stakeholders are very much related.

An overview of how work-based assessment is implemented in countries in Europe moving postgraduate training to competency-based education.


What happens to reliability of multi-source feedback scores when multiple rounds of feedback are given using different assessor groups?

An app registering spoken messages that are uploaded to an e-portfolio promotes reflection, but in combination with mentoring more generic competencies are discussed.


Combining work-based assessments for judging the competence of foreign medical graduates leads to pretty reliable outcomes.