Skip to main content
SpringerLink
Log in
Book cover

Handboek human resource development pp 443–458Cite as

Assessment: inzicht in functioneren

  • Chapter

  • 10k Accesses

Abstract

Dit hoofdstuk behandelt de inzet van assessment(methoden) als onderdeel van personeelsbeleid in organisaties. In de bespreking is er vooral aandacht voor de betekenis van assessments in de ontwikkeling van werknemers. Er worden enkele belangrijke methoden besproken, waarna wordt ingegaan op hoe deze instrumenten concreet zijn in te zetten en hoe middels assessment feedback valt te geven over functioneren. Ten slotte kijken we naar de kwaliteit van deze assessments. ‘Assessment’ is een steeds meer in zwang geraakte term voor het waarderen van iemands kunnen. Meer nog dan beoogd is met de termen ‘beoordelen’ of ‘toetsen’ gaat het bij assessment om het vaststellen of registreren van wat iemand kan, alsook om het afwegen en doorlichten van geleverde prestaties. Hiermee is bedoeld aan te geven dat assessment ‘inzicht geeft in het functioneren’. Via assessment gaat men na wat de sterke en zwakke kanten zijn in het functioneren.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   79.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literatuur

  • Baartman, L.K.J. (2008).Assessing the assessment: Development and use of quality criteria for competence assessment programmes. Dissertatie. Utrecht: Universiteit Utrecht.

    Google Scholar 

  • Bennett, R.E., & Ward, W.C. (1993).Construction vs. choice in cognitive measurement: issues in performance testing and portfolio assessment. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Bergenhenegouwen, G., Mooijman, E.A.J., & Tillema, H.H. (2003).Strategisch opleiden en leren in organisaties. Deventer: Kluwer bedrijfswetenschappen.

    Google Scholar 

  • Birenbaum, M. (2007). Evaluating the assessment: sources of evidence for quality assurance.Studies in Educational Evaluation, 33, 29–49.

    Article  Google Scholar 

  • Byham, W.C. (1996).What is an assessment center; method, application and technologies. Los Angeles: Development Dimensions International.

    Google Scholar 

  • Carless, D. (2006). Differing perceptions in the feedback process.Studies in Higher Education, 31, 219–233.

    Article  Google Scholar 

  • Delandshere, G., & Petrovsky, A. (1998). Assessment of complex performances: Limitations of key measurements assumptions.Educational Researcher, 27 (2), 14–18.

    Article  Google Scholar 

  • Dierick, S., & Dochy, F. (2001). New lines in edumetrics: new forms of assessment lead to new assessment criteria.Studies in Educational Evaluation, 27, 307–329.

    Article  Google Scholar 

  • Drucker, P.F. (1999).Management challenges for the 21st century. New York: Harper Business.

    Google Scholar 

  • Gennip, N.A.E. van, Segers, M.S.R., & 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.

    Article  Google Scholar 

  • Grotendorst, A., & Tillema, H. (2003).Deugdelijkheid van assessments.hrm cahiers 23. Alphen aan den Rijn: Kluwer.

    Google Scholar 

  • Jellema, F., Visscher, A., & Scheerens, J. (2006). Measuring change in work behavior by means of multisource feedback.International Journal of Training and Development, 10, 121–139.

    Article  Google Scholar 

  • Lievens, F. (1998). Factors which improve the construct validity of assessment centers.International Journal of Selection and Assessment, 6 (3), 141–152.

    Article  Google Scholar 

  • Liu, N-F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment.Teaching in Higher Education, 11, 279–290.

    Article  Google Scholar 

  • Lizzio, A., & Wilson, K. (2008). Feedback on assessment: students’ perceptions of quality and effectiveness.Assessment & Evaluation in Higher Education, 33, 263–275.

    Article  Google Scholar 

  • McCormick, J.M., Black, R., Carmichael, P., Drummond, M., Fox, A., MacBeath, Marshal, B., Pedder, D., Proctor, R., Swaffield, S., Swann, J., & Wiliam, D. (2007).Improving learning how to learn. London: Routledge.

    Google Scholar 

  • Morgeson, F.P., Mumford, T.V., & Campion, M.A. (2005). Using research and practice to address 27 questions about 360-degree feedback programs.Consulting Psychology Journal: Practice and Research, 57, 196–209.

    Google Scholar 

  • Popham, W.J. (2004). Curriculum, instruction, and assessment: Amiable allies or phony friends?Teachers College Record, 106 (3), 417–428.

    Article  Google Scholar 

  • Poulos, A., & Mahony, M.J. (2008). Effectiveness of feedback: the students' perspective.Assessment & Evaluation in Higher Education, 33, 143–154.

    Article  Google Scholar 

  • Reynolds, M., & Trehan, K. (2000). Assessment: A critical perspective.Studies in Higher Education, 25, 267–278.

    Article  Google Scholar 

  • Sadler, D.R. (1998). Formative assessment: revisiting the territory.Assessment in Education: Principles, Policy & Practice, 5, 77–85.

    Article  Google Scholar 

  • Segers, M., Dochy, F., & Cascallar, E. (Eds.),Optimizing new modes of assessment: In search of qualities and standards. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Segers, M.S.R. (2004).Assessment en leren als een twee-eenheid: Onderzoek naar de impact van assessment op leren. Oratie. Leiden: Universiteit Leiden.

    Google Scholar 

  • Shepard, L.A. (2000). The role of assessment in a learning culture.Educational Researcher, 29 (7), 4–14.

    Article  Google Scholar 

  • Stiggins, R.J. (2002). Assessment crisis: The absence of assessment for learning.Phi Delta Kappan, 83 (10), 758–65.

    Google Scholar 

  • Swanson, D.B., Norman, G., & Linn, R.L. (1995). Performance based assessment: lessons from the health profession.Educational Researcher, 24 (5), 5–11.

    Article  Google Scholar 

  • Tillema, H. (2010). Formative assessment in teacher preparation and teacher professional development.Encyclopedia of Education (3rd edition), pp. 563–571. London: Reed Elsevier.

    Google Scholar 

  • Tillema, H.H., & Smith, K. (2006).Portfolios for Professional Development; a research journey. New York: Nova Science Publishers.

    Google Scholar 

  • Topping, K.J. (2009). Peer assessment.Theory Into Practice, 48 (1), 20–27.

    Article  Google Scholar 

  • Willingham, W.W. (1999). A systemic view of test fairness. In: S.J. Messick (ed.),Assessment in higher education; issues of access, quality, student development and policy, pp. 213–243. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

Download references

Authors
  1. Harm Tillema
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Joseph Kessels Rob Poell

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Bohn Stafleu van Loghum, onderdeel van Springer Media

About this chapter

Cite this chapter

Tillema, H. (2011). Assessment: inzicht in functioneren. In: Kessels, J., Poell, R. (eds) Handboek human resource development. Bohn Stafleu van Loghum, Houten. https://doi.org/10.1007/978-90-313-8565-2_26

Download citation

  • DOI: https://doi.org/10.1007/978-90-313-8565-2_26

  • Publisher Name: Bohn Stafleu van Loghum, Houten

  • Print ISBN: 978-90-313-8564-5

  • Online ISBN: 978-90-313-8565-2

  • eBook Packages: Dutch language eBook collection

Publish with us

Policies and ethics

Search

Navigation