New Lines in Edumetrics: New Forms of Assessment Lead to New Assessment Criteria.

By S. Dierick, Filip Dochy. 2001

125 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/5aba373f21c643de3f464b9370c805d5fc03d567

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Citations in the corpus

Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks (2007, methodology): “Authenticity as a quality criterion for assessment is generally described as the degree of resemblance of a CAP to the criterion situation, meaning that an assessment should reflect the competences needed in the future workplace (Bachman, 2002; Brown, 2004; Dierick & Dochy, 2001; Uhlenbeck, 2002).”
Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, background): “…it might be argued that assessing the quality of (formative) assessments needs to attend to all quality criteria identified, we assume (Dierick & Dochy, 2001; Topping, 2009) that a differential attention or an uneven distribution might be present with regard to the applicability of criteria in…”
RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME (2006, unknown): “Consequential validity means that an assessment has an impact on student learning (Boud, 1995; Dierick & Dochy, 2001; Messick, 1994).”
NEW ASSESSMENT MODES WITHIN PROJECT-BASED EDUCATION - THE STAKEHOLDERS (2006, methodology): “Dierick and Dochy (2001) relate to this as an "auto-dissolving prophecy".”
The Wheel of Competency Assessment: Presenting Quality Criteria for Competency Assessment Programs. (2006, background): “Directness considers the degree to which teachers or assessors can immediately interpret the assessment results, without translating them from theory into practice (Dierick et al., 2001).”
Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects (2003, methodology): “To do right to the basic assumptions of these assessment forms, the traditionally used psychometric criteria need to be expanded, and additional relevant criteria for evaluating the quality of assessment need to be developed ( Dierick & Dochy, 2001 ).”
The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes (2008, background): “authentic (Boud, 1990, 1995; Dierick & Dochy, 2001; Gielen, Dochy, & Janssen, 2003;”
New Insights Into Learning and Teaching and Their Implications for Assessment (2003, background): “On this line, principles of an edumetric approach have recently been suggested ( Dierick & Dochy, 2001 ) that expand the traditional concepts of validity and reliability to include assessment criteria that are sensitive to the intricacy of the teaching-learning process.”