The following list defines the different types of evaluation and assessment methods.
- Assignments: The candidate is evaluated based on the results of an assignment made independently (and outside the school / workplace)
- Criterion based interview is based on an interviewing technique that focusses on past experience. By asking concrete questions on a specific situation in someone’s previous career, it gives an insight in the competence. The method needs highly skilled assessors. It is useful as extra tool to assess skills that are not observed (in positive nor negative way) It can also be used for situations that can’t be simulated, like an accident, audience panic or fire.
- Evaluation and coaching interview: The candidate is evaluated during an interview that deals with the quality of the work and on the progress made.
- Group evaluation: Candidates working in a group are evaluated on their common result. In this case all students of a group get an identical evaluation.
- Observation in a simulated environment: The candidate is observed in a simulated situation. This method is used for skills that can be shown on the work space. The advantage is that all factors are under control. The disadvantage is that it is less real life. (For example, it doesn’t take in account the stress caused by audience.)
Observation on site: The candidate is observed in a real life situation. This method is used for skills that can be shown on the work space. The advantage is that this is the closed to reality. The disadvantage is that the testing set-up is not fully under control. (For example, you can’t foresee the content and technical needs of a play.)
- Peer evaluation: Candidates working in a group are asked to evaluate each other. This method can use open answers or predefined sentences reflecting a level of mastery of the competences.
- Permanent evaluation of work and progress: The candidate is constantly monitored during his practice and study. The evaluation is based on the quality of the work and on the progress made.
- Portfolio is a method whereby the candidate documents previous experiences according to specific rules to prove his skills. In most cases the candidate is asked to prove each measuring criterion of a skill in two different situations. Portfolio can also be used in the preparation phase of an assessment.
- Post box exercise: this method is used for skills that result in a written or drawn result. The candidate gets an assignment on paper and gets time to prepare the written result. The result is checked with a checklist. Examples or results are a personnel planning, a light plot, an Email, … The advantage is a high certainty of competence, compared with assessing prior work. For more artistic skills, this can be combined with a role play or an interview.
- Role play: This method is used to assess inter-human or artistic skills. The candidate is placed in a situation with an actor as counterpart. The actor steers the situation, based on a predefined scenario, passing specific realistic situations. Observation is done based on a checklist.
- Self-evaluation: The candidate is asked to evaluate him/herself. This method can use open answers or predefined sentences reflecting a level of mastery of the competences
- Thesis / final work is a method where the candidate is assessed based on the result of an extensive written document or a substantial, finished (and documented) presentation. In this document or presentation the candidate includes all acquired knowledge and competences. In most cases this work would be the final step in the program.
- Written test (multiple choice): is used to check knowledge, but is only limited useful to test skills. Good tests are difficult to develop and there is a chance for gambling. This is only useful if knowledge can’t be tested by observing skills. The advantage is it’s easy and fast and doesn’t need specialized assessors.
- Written test (open answers): is used to check knowledge or situational interpretation. The disadvantage is that it checks more the skill to express yourself on paper than it checks the real ability to perform in real life. It proves you know how to act, but not that you are able to act. Answers are checked against a checklist, but need interpretation of skilled assessors.