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Competence-based Vocational and Professional Education pp 607–630Cite as

Competence Assessment as Learner Support in Education

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Abstract

The chapter on the assessment of professional competence provides a comprehensive overview based on three different perspectives. In an assessment of learning perspective, an overview is given on major consistencies found in the research on assessment that lead to principles of assessment. These principles may guide practical choices when developing a concrete assessment procedure. In an assessment for learning perspective, an overview is given on ways that formative assessment can be promoted. In an assessment as learning perspective, insights from both perspectives are integrated into a model for a comprehensive assessment approach. The intent is to provide an optimal programmatic approach to assessment. An illustration of an actual assessment practice is given. The programmatic approach to assessment provides a model for assessment in modern education strategies. Constructivist education approaches and competency-based approaches fit well with this model.

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Authors and Affiliations

  1. Maastricht University, Maastricht, Netherlands

    Cees van der Vleuten

  2. Zuyd University of Applied Sciences, Heerlen, Netherlands

    Dominique Sluijsmans

  3. Open University in the Netherlands, Heerlen, The Netherlands

    Desiree Joosten-ten Brinke

  4. Fontys University of Applied Sciences, Eindhoven, The Netherlands

    Desiree Joosten-ten Brinke

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  1. Cees van der Vleuten
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  2. Dominique Sluijsmans
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  3. Desiree Joosten-ten Brinke
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Correspondence to Cees van der Vleuten .

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  1. Education and Competence Studies Group, Wageningen University, Wageningen, The Netherlands

    Martin Mulder

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van der Vleuten, C., Sluijsmans, D., Joosten-ten Brinke, D. (2017). Competence Assessment as Learner Support in Education. In: Mulder, M. (eds) Competence-based Vocational and Professional Education. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-41713-4_28

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