Towards an integrated model for developing sustainable assessment skills

References

• Biemans , H. , Nieuwenhuis , L. , Poell , R. , Mulder , M. and Wesselink , R. 2004 . Competence-based VET in the Netherlands: Background and pitfalls . Journal of Vocational Education and Training , 56 : 523 – 538 .
   Google Scholar
• Biggs , J. 1996 . Enhancing teaching through constructive alignment . Higher Education , 32 : 347 – 364 .
   Web of Science ®Google Scholar
• Black , P. and Wiliam , D. 1998 . Assessment and classroom learning . Assessment in Education: Principles, Policy and Practice , 5 : 7 – 74 .
   Google Scholar
• Blair, M. 2005. Accrediting lifeplace learning (including work-based and work place learning) as part of the Scottish Higher Education Curriculum. Doctoral Thesis, Glasgow Caledonian University.
   Google Scholar
• Boekaerts , M. , Pintrich , P.R. and Zeidner , M. , eds. 2000 . Handbook of self-regulation , San Diego , CA : Academic Press .
   Google Scholar
• Boud , D. 1995 . Enhancing learning through self-assessment , London : Kogan Page .
   Google Scholar
• Boud , D. 2000 . Sustainable assessment: Rethinking assessment for the learning society . Studies in Continuing Education , 22 : 151 – 167 .
   Google Scholar
• Boud , D. 2007 . “ Reframing assessment as if learning were important ” . In Rethinking assessment in higher education: Learning for the longer term , Edited by: Boud , D. and Falchikov , N. 14 – 25 . New York , NY : Routledge .
   Google Scholar
• Boud , D. and Falchikov , N. 2006 . Aligning assessment with long-term learning . Assessment and Evaluation in Higher Education , 31 : 399 – 413 .
   Google Scholar
• Boud , D. and Falchikov , N. 2007 . “ Developing assessment for informing judgement ” . In Rethinking assessment in higher education: Learning for the longer term , Edited by: Boud , D. and Falchikov , N. 181 – 197 . New York , NY : Routledge .
   Google Scholar
• Brett , J.F. and Atwater , L. 2001 . 360 feedback: Accuracy, reactions, and perceptions of usefulness . Journal of Applied Psychology , 86 : 930 – 942 .
   PubMed Web of Science ®Google Scholar
• Brown , J.S. , Collins , A. and Duguid , P. 1989 . Situated cognition and the culture of learning . Educational Researcher , 18 : 32 – 42 .
   Google Scholar
• Butler , D.L. and Winne , P.H. 1995 . Feedback and self-regulated learning: A theoretical synthesis . Review of Educational Research , 65 : 245 – 281 .
   Web of Science ®Google Scholar
• Carless , D. 2007 . Learning-oriented assessment: Conceptual bases and practical implications . Innovations in Education and Teaching International , 44 : 57 – 66 .
   Web of Science ®Google Scholar
• Corbalan , G. , Kester , L. and Van Merriënboer , J.J.G. 2008 . Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement . Contemporary Educational Psychology , 33 : 733 – 756 .
   Web of Science ®Google Scholar
• Dochy , F. , Segers , M. and Sluijsmans , D. 1999 . The use of self-, peer and co-assessment in higher education: A review . Studies in Higher Education , 24 : 331 – 350 .
   Web of Science ®Google Scholar
• Driessen , E.W. , Van Tartwijk , J. , Overeem , K. , Vermunt , J.D. and Van der Vleuten , C.P.M. 2005 . Conditions for successful reflective use of portfolios in undergraduate medical education . Medical Education , 39 : 1230 – 1235 .
   PubMed Web of Science ®Google Scholar
• Dunn, K.E., and S.W. Mulvenon. 2009. A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment, Research, and Evaluation 14. http://pareonline.net/genpare.asp?wh=0andabt=14 (accessed July 6, 2010).
   Google Scholar
• Ertmer , P.A. and Newby , T.J. 1996 . The expert learner: Strategic, self-regulated, and reflective . Instructional Science , 24 : 1 – 24 .
   Web of Science ®Google Scholar
• Eva , K.W. and Regehr , G. 2005 . Self-assessment in the health professions: A reformulation and research agenda . Academic Medicine , 80 : S46 – S54 .
   PubMed Web of Science ®Google Scholar
• Eva , K.W. and Regehr , G. 2008 . ‘I’ll never play professional football’ and other fallacies of self-assessment . The Journal of Continuing Education in the Health Professions , 28 : 14 – 19 .
   PubMed Web of Science ®Google Scholar
• Gibbs , G. and Simpson , C. 2004 . Conditions under which assessment supports student learning . Learning and Teaching in Higher Education , 1 : 3 – 31 .
   Google Scholar
• Govaerts , M.J.B. , Van der Vleuten , C.P.M. , Schuwirth , L.W.T. and Muijtjens , A.M.M. 2007 . Broadening perspectives on clinical performance assessment: Rethinking the nature of in-training assessment . Advances in Health Sciences Education , 12 : 239 – 260 .
   PubMed Web of Science ®Google Scholar
• Gulikers , J. , Bastiaens , T. and Kirschner , P.A. 2004 . A five-dimensional framework for authentic assessment . Educational Technology Research and Development , 52 : 67 – 85 .
   Web of Science ®Google Scholar
• Harris, M. 2010. Little things that make the difference. QAA Enhancement Themes Web Site. 1–27.
   Google Scholar
• Hattie , J. and Timperley , H. 2007 . The power of feedback . Review of Educational Research , 77 : 81 – 112 .
   Web of Science ®Google Scholar
• Holme , R. and Chalauisaeng , B. 2006 . The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom . English for Specific Purposes , 25 : 403 – 419 .
   Web of Science ®Google Scholar
• Kerka , S. 1995 . Techniques for authentic assessment: Practice application brief , Columbus : ERIC Clearinghouse on Adult, Career, and Vocational Education .
   Google Scholar
• Kicken , W. , Brand-Gruwel , S. , Van Merrienboer , J.J.G. and Slot , W. 2009a . Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills . Instructional Science , 37 : 453 – 473 .
   Web of Science ®Google Scholar
• Kicken , W. , Brand-Gruwel , S. , Van Merriënboer , J.J.G. and Slot , W. 2009b . The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education . Educational Technology Research and Development , 57 : 439 – 460 .
   Web of Science ®Google Scholar
• Kluger , A.N. and DeNisi , A. 1996 . The effects of feedback interventions on performance: Historical review, a meta-analysis and a preliminary feedback intervention theory . Psychological Bulletin , 119 : 254 – 284 .
   Web of Science ®Google Scholar
• Knight , P.T. 2002 . Summative assessment in higher education: Practices in disarray . Studies in Higher Education , 27 : 175 – 286 .
   Web of Science ®Google Scholar
• Knowles , M. 1975 . Self-directed learning: A guide for learners and teachers , Englewood Cliffs , NJ : Prentice Hall/Cambridge .
   Google Scholar
• Liu , N. and Carless , D. 2006 . Peer feedback: The learning element of peer assessment . Teaching in Higher Education , 11 : 279 – 290 .
   Web of Science ®Google Scholar
• Loyens , S.M.M. , Magda , J. and Rikers , R.M.J.P. 2008 . Self-directed learning in problem-based learning and its relationships with self-regulated learning . Educational Psychology Review , 20 : 411 – 427 .
   Web of Science ®Google Scholar
• McDonald, R., D. Boud, J. Francis, and A. Gonczi. 1995. New perspectives on assessment, 45. Paris: UNESCO.
   Google Scholar
• Mory , E.H. 2003 . “ Feedback research revisited ” . In Handbook of research on educational communications and technology , Edited by: Jonassen , D.H. 745 – 783 . New York , NY : MacMillian .
   Google Scholar
• Nicol , D.J. and Macfarlane-Dick , D. 2006 . Formative assessment and self-regulated learning: A model and seven principles of good feedback practice . Studies in Higher Education , 31 : 199 – 218 .
   Web of Science ®Google Scholar
• Nieweg , M.R. 2004 . Case study: Innovative assessment and curriculum redesign . Assessment and Evaluation in Higher Education , 29 : 203 – 214 .
   Google Scholar
• O’Donovan , B. , Price , M. and Rust , C. 2004 . Know what I mean? Enhancing student understanding of assessment standards and criteria . Teaching in Higher Education , 9 : 325 – 335 .
   Web of Science ®Google Scholar
• Orsmond , P. , Merry , S. and Reiling , K. 2000 . The use of student derived marking criteria in peer and self-assessment . Assessment and Evaluation in Higher Education , 25 : 23 – 38 .
   Google Scholar
• Orsmond , P. , Merry , S. and Reiling , K. 2002 . The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment . Assessment and Evaluation in Higher Education , 27 : 309 – 323 .
   Google Scholar
• Paris , S.G. and Paris , A.H. 2001 . Classroom applications of research on self-regulated learning . Educational Psychologist , 36 : 89 – 101 .
   Web of Science ®Google Scholar
• Regehr , G. and Eva , K.W. 2006 . Self-assessment, self-direction and the self-regulating professional . Clinical Orthopaedics and Related Research , 449 : 34 – 38 .
   PubMed Web of Science ®Google Scholar
• Rust , C. , Price , M. and O’Donovan , B. 2003 . Improving students’ learning by developing their understanding of assessment criteria and processes . Assessment and Evaluation in Higher Education , 28 : 147 – 164 .
   Google Scholar
• Sadler , D.R. 1989 . Formative assessment and the design of instructional systems . Instructional Science , 18 : 119 – 144 .
   Web of Science ®Google Scholar
• Sadler , D.R. 1998 . Formative assessment: Revisiting the territory . Assessment in Education , 5 : 77 – 84 .
   Google Scholar
• Sadler , D.R. 2005 . Interpretations of criteria-based assessment and grading in higher education . Assessment and Evaluation in Higher Education , 30 : 175 – 194 .
   Google Scholar
• Sadler , D.R. 2009 . Indeterminacy in the use of preset criteria for assessment and grading . Assessment and Evaluation in Higher Education , 34 : 159 – 179 .
   Web of Science ®Google Scholar
• Sadler , D.R. 2010 . Beyond feedback: Developing student capability in complex appraisal . Assessment and Evaluation in Higher Education , 35 : 535 – 550 .
   Web of Science ®Google Scholar
• Sergeant , J. , Mann , K. , Van der Vleuten , C. and Metsemakers , J. 2008 . ‘Directed’ self-assessment: Practice and feedback within a social context . Journal of Continuing Education in the Health Professions , 28 : 47 – 54 .
   PubMed Web of Science ®Google Scholar
• Shute , V.J. 2008 . Focus on formative feedback . Review of Educational Research , 78 : 153 – 189 .
   Web of Science ®Google Scholar
• Sluijsmans , D.M.A. , Brand-Gruwel , S. , Van Merriënboer , J.J.G. and Martens , R. 2004 . Training teachers in peer-assessment skills: Effects on performance and perceptions . Innovations in Education and Teaching International , 41 : 59 – 78 .
   Web of Science ®Google Scholar
• Sluijsmans , D.M.A. , Straetmans , G. and Van Merriënboer , J.J.G. 2008 . Integrating authentic assessment with competency based learning: The protocol portfolio scoring . Journal of Vocational Education and Training , 60 : 157 – 172 .
   Google Scholar
• Tan , K.H.K. 2007 . “ Conceptions of self-assessment: What is needed for long-term learning? ” . In Rethinking assessment in higher education: Learning for the longer term , Edited by: Boud , D. and Falchikov , N. 181 – 197 . New York , NY : Routledge .
   Google Scholar
• Tan , K.H.K. 2008 . Qualitatively different ways of experiencing student self-assessment . Higher Education Research and Development , 27 : 15 – 29 .
   Web of Science ®Google Scholar
• Taras , M. 2003 . To feedback or not to feedback in student self-assessment . Assessment and Evaluation in Higher Education , 28 : 549 – 565 .
   Google Scholar
• Taras , M. 2005 . Assessment – summative and formative – some theoretical reflections . British Journal of Educational Studies , 35 : 466 – 478 .
   Web of Science ®Google Scholar
• Tillema , H.H. , Kessels , J.W.M. and Meijers , F. 2000 . Competencies as building blocks for integrating assessment with instruction in vocational education: A case from The Netherlands . Assessment and Evaluation in Higher Education , 25 : 265 – 278 .
   Google Scholar
• Van Gennip , N.A.E. , Segers , M.S.R. and Tillema , H.H. 2009 . Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features . Educational Research Review , 4 : 41 – 54 .
   Web of Science ®Google Scholar
• Van Gog , T. , Paas , F. and Van Merriënboer , J.J.G. 2008 . Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency . Learning and Instruction , 18 : 211 – 222 .
   Web of Science ®Google Scholar
• Van Merriënboer , J.J.G. 1997 . Training complex cognitive skills , Englewood Cliffs , NJ : Educational Technology .
   Google Scholar
• Van Merriënboer , J.J.G. , Jelsma , O. and Paas , F. 1992 . Training for reflective expertise: A four-component instructional design model for complex cognitive skills . Educational Technology Research and Development , 40 : 23 – 43 .
   Web of Science ®Google Scholar
• Van Merriënboer , J.J.G. and Sluijsmans , D.M.A. 2009 . Toward a synthesis between cognitive load theory and self-directed learning . Educational Psychology Review , 21 : 55 – 66 .
   Web of Science ®Google Scholar