TY - JOUR
AU - De Corte, Erik
AB - Since the mid-1980s, many new terms have enriched the assessment literature, such as performance assessment, authentic assessment, direct assessment and curriculum-embedded assessment. This boom is a result of changes in instructional as well as in assessment approaches. Criteria for good instruction as well as good assessment practices are suggested, derived from research-based models in the field of cognitive psychology and expert-novice studies. This article first reports on the translation of these criteria into a set of the characteristics of the assessment system of a problem-based curriculum in the field of Economics and Business Administration. Secondly, the article reports a study on improving assessment practices. Is it important to map students' knowledge profiles when attempting to remediate problem-solving performances? The answer to this question depends on the extent to which a student's problem-solving performance is influenced by the quality of his/her knowledge profile. Students' knowledge profile is measured by a Knowledge Test and a Sorting Task. Students' problem-solving skills are assessed by an Overall Test. The results indicate that students with an organised knowledge base perform better in problem-solving situations than students whose conceptual models are loosely structured. The implications of these findings for instruction as well as for assessment are discussed.
TI - Assessment Practices and Students Knowledge Profiles in a Problem-based Curriculum
JF - Learning Environments Research
DO - 10.1023/A:1009932125947
DA - 2004-10-14
UR - https://www.deepdyve.com/lp/springer-journals/assessment-practices-and-students-knowledge-profiles-in-a-problem-DAG0EcTLYN
SP - 191
EP - 213
VL - 2
IS - 2
DP - DeepDyve
ER -