Assessment design steps

(not fully comprehensive)

What actions should a candidate take when tackling the problem: collect information, process it and make it usable, use a theoretical framework to analyse situations, integrate different theoretical frameworks to produce consistent problem descriptions, seek and design solutions, make contacts, conduct interviews, present themselves, cooperate, negotiate, manage, delegate, exhibit specific role behaviour; evaluate themselves against external standards of professional conduct?

Which quality criteria are imposed: product criteria: completeness, functionality, accuracy, acceptance by the professional field of work, usability, consistency, efficiency, elegance; process criteria: methodical approach, purposefulness, documentation, customer orientation?

In what form is the performance communicated: quoting a number, describing a situation, a design, a product, a demonstration?

What ‘hard’ sources are available to support the candidate in delivering the performance: books, calculator, legal reference material, computer, specialist software, drawing board, internet, relevant experts, fellow students?

What ‘theoretical’ sources does the candidate need to tackle the problem: subject-specific knowledge and methods, protocols, conventions?

What contexts are typical for the performance required: type of business, type of customer, type of design, type of client, candidate’s role?

How much of the information is useful, and how much is ‘noise’?

What prior knowledge is the candidate required to possess?

Within what period of time must the candidate complete an assignment?

How many assignments does the test contain?

Are any standard tools available: annual performance appraisal, assessment interview, standard questionnaires for responsiveness to customers, accuracy, boldness, organizational awareness?


Moerkerke, G. Roode, R. de & Doorten, M. Toetsen met vaardigheidstoetsen (Assessment using skills tests). In: Berkel, H. van & Bax, A. (ed.) (2006) Toetsen in het hoger onderwijs (Testing in higher education.) ISBN 90 313 3639

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