Integrating developmental assessment with student-directed instruction: a case in vocational education in the Netherlands

Abstract

In this article, it is argued that performance assessment is a valuable instructional tool in courses in higher education not only to evaluate learning outcomes or diagnose prior learning (APL) , but also to scaffold and monitor learning progress for the further development of competencies. Especially in the attainment of competencies in vocational education, this developmental type of assessment, as it relates work and practice, serves as a strong device for providing functional feedback to the learner. A developmental assessment programme aimed at integrating assessment with instruction called EDAS was studied in a course programme in higher vocational education in the Netherlands. The programme entails a student-directed and self-regulated format for assessment. The construction and implementation of the programme is being described as a case, by taking the perspective of the teaching staff. The description focuses on experiences that were gathered and ‘lessons’ that were drawn by the staff.