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High-Stakes Assessments in Online Competency-Based Higher Education: The Assessment Development Cycle

High-Stakes Assessments in Online Competency-Based Higher Education: The Assessment Development Cycle
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Author(s): Heather Hayes (Western Governors University, USA), Sean P. Gyll (Western Governors University, USA), Shelley Ragland (Western Governors University, USA) and Jason L. Meyers (Western Governors University, USA)
Copyright: 2022
Pages: 23
Source title: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design
Source Author(s)/Editor(s): Sunil Ramlall (Concordia University Wisconsin, USA), Ted Cross (Western Governors University, USA) and Michelle Love (Western Governors University, USA)
DOI: 10.4018/978-1-7998-8275-6.ch014

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Abstract

Assessment is the cornerstone of competency-based higher education because the outcome of the assessment ultimately determines whether the student has demonstrated competence in a job-related skill and is thus able to advance in one's career. As a result, the assessment development process must be sufficiently thorough and data-driven to produce high quality assessments. To address concerns and changes in higher education, a multi-stage, longitudinal assessment development cycle is proposed. In Stage 1, assessment specifications and design are established. Stage 2 culminates in the building of assessment forms and standard setting. Stage 3 involves administration and scoring of assessments. Stage 4 focuses on evaluating the validity of assessments via several assessment quality indicators (AQIs). Finally, these stages repeat over time due to a variety of factors such as aberrations in the AQI metrics and the results of large-scale validity studies, resulting in continuous quality improvement of assessments.

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