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Iterative, parallel assessment design with backward loops to the original purpose

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

In response to expert feedback, the final framework replaced a sequential structure with a dynamic, parallel process. The authors report: "we have tried to make the framework more dynamic and fluid by transforming the sequential form of the framework into a more parallel form and by adding more backward loops between steps and stages." Backward loops connect each step to the original purpose determination so progress is constantly monitored against the assessment's intended purpose, and observations in the development stage can send developers back to the design stage. Steps were also unnumbered to emphasize the fluid nature.

Design Implications

Context

Requirements

  • ICT experts involved in the design stage as well as the development stage, otherwise the gap between design and development becomes too large

Constraints

Target Learners

  • vocational education students

Learning Goals

  • valid, reliable measurement of vocational competencies

Claims

Examples

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Key Sources

  • Sebastiaan de Klerk, Bernard P. Veldkamp, Theo J. H. M. Eggen. (2018). A framework for designing and developing multimedia-based performance assessment in vocational education. Education Tech Research Dev (2018) 66:147–171. https://doi.org/10.1007/s11423-017-9559-5
Page metadata
Field Value
type design
id iterative-backward-looping-assessment-design
title Iterative, parallel assessment design with backward loops to the original purpose
description In response to expert feedback, the final framework replaced a sequential structure with a dynamic, parallel process.
status review
generated by process:settle-candidates on 2026-10-29
trust unverified — no one has confirmed this page's content
sources 1 — sebastiaan-de-klerk-2018

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