Education aiming at students’ competence development asks for new assessment methods. The\ud quality of these methods needs to be assured using a new set of quality criteria and standards\ud specifying the desired level of compliance with these criteria. However, such standards are not\ud available. In this study two professional training programs specified the implicit standards they\ud applied in a self-evaluation procedure designed to evaluate the quality of their Competence\ud Assessment Programs (CAPs). These programs had a similar CAP, but differed in their\ud experience with competence-based education and professional orientation. They specified similar\ud cut off scores, but different descriptive standards. Analysis revealed that this was due to the\ud experience with competence-based education and the quality of their own CAP, but influences of\ud the selected method and the understanding of the quality criteria were also found. As such, the\ud specified standards are local, but meaningful for the programs’ quality assurance
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