Self-rated competences questionnaires from a design perspective

Evaluación de competencias prácticas clínicas por el alumnado y el profesorado a través del portafolios

“…Por otra parte, hay que tener en cuenta que es muy conveniente que la evaluación se realice a partir de la participación activa de todos los implicados, especialmente del alumnado universitario (Falchikov, 2005;Bretones, 2008;Taras, 2010;Trevitt, Breman y Stocks, 2012;Parratt, Fahy y Hastie, 2014;Furmedge, Iwata y Gil, 2014), aun siendo conscientes de las limitaciones que ello conlleva (Braun, Sheikh y Hannover, 2011;Braun, Woodley, Richardson y Leidner, 2012). La implicación de los estudiantes en su propia evaluación les permite llevar a cabo procesos de autoreflexión (Hudson, Rienits, Corrin y Olmos, 2012;Chaffey, de Leeuw y Finnigan, 2012;O'Sullivan et al, 2012;Van Schaik, Plant y O`Sullivan, 2013) que conllevan mecanismos de retroalimentación en su aprendizaje (Nicol y Macfarlane-Dick, 2006;Sagasser, Kramer y Van Der Vleuten, 2012;Dannefer y Prayson, 2013;Garner, Gusberg y Kim, 2014).…”

Educating Boundary Crossing Planners: Evidence for Student Learning in the Multistakeholder Regional Learning Environment

“…This was a consequence of differences in assessment strategies per RLE, and as such the nonavailability of comparable assessment data. It has recently been advocated that selfreports provide results that are as reliable as third-party data (Braun et al 2012;Chan 2009). However, to be cautious, we decided to combine the quantitative measurements with qualitative student data on learning outcomes of the RLE, and with teacher data on student learning outcomes and preconditions for learning in the RLE.…”

The return of the Jedi in entrepreneurship?! : Developing a validated competence framework for sustainable entrepreneurship and exploring the specific role of moral competencies in the sustainable entrepreneurial process

“…As already mentioned throughout this dissertation, but especially in Chapter 1, using a selfperceived questionnaire brings along limitations. Critique on using self-reports or self-assessments as a measurement tool is common and widely used to under-evaluate this type of research (Braun et al, 2012). Critiques usually exists of a lack of validity of these type of competence assessments.…”

“…To measure their competencies, respondents were asked to rate themselves according to their opinion about their performance at that moment for an item, by rating the item on a scale of 1 to 10 (1 = low and 10 = high). Critique on using self-reports or self-assessments as a measurement tool is common and widely used to under-evaluate 37 41 this type of research (Braun et al, 2012). Nevertheless, research shows that certain conditions make it possible to measure different kinds of competencies by using self-reports (Braun et al, 2012).…”

“…Critique on using self-reports or self-assessments as a measurement tool is common and widely used to under-evaluate 37 41 this type of research (Braun et al, 2012). Nevertheless, research shows that certain conditions make it possible to measure different kinds of competencies by using self-reports (Braun et al, 2012). To do this, the self-report should first include multiple indicators per competency to address a competency's full complexity; second, context should be given for the competencies and instruments; and third, the indicators should describe concrete behavior (Braun et al, 2012).…”