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A Framework for Designing and Developing Multimedia-Based Performance Assessment in Vocational Education

Professional assessment development takes place according to a developmental framework (e.g. Downing, 2006, Mislevy, Steinberg, &, Almond, 1999) due to the complex nature of assessment development. The development of assessments is an iterative and careful process of trial-and-error. A developmental framework is lacking during the earliest development of new assessment methods. De Klerk, Eggen, and Veldkamp (in press) discuss the emergence of a new assessment method in Dutch vocational education - multimedia-based performance assessment (MBPA). An MBPA is a CBT used for assessing specific traits, attributes or competencies of students. De Klerk et al. also remarked that it is important to have a framework for the design and development of MBPA. Therefore, in the present paper, a framework consisting of two general stages, which in turn consist of a total of thirteen steps for the design and development of MBPA will be presented and validated. The framework is constructed on basis of a literature synthesis about assessment development from several subfields of educational assessment and consultation of assessment experts. The presented framework is a first step towards empirical investigation into the use of MBPA.Keywords: assessment in vocational education and training, multimedia-based performance assessment, assessment development

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