The question of entry assessment or how can we assess previously acquired knowledge? Main research findings and implications for practice. (1st January 2002)

• Record Type: Journal Article
• Authors: Dochy, Filip; Segers, Mien; Pletinckx, Joelle
• Is Part Of: International journal of continuing engineering education and lifelong learning. Volume 12:Number 1-4(2002)
• Page Start: 31
• Page End: 44
• Publication Date: 2002-01-01
• Subjects: entry assessment -- prior knowledge -- previously acquired knowledge; Engineering -- Study and teaching -- Periodicals; 620.00715
• Languages: English
• ISSNs: 1560-4624

Abstract

Today's most vivid picture of assessment is the realm of assessment as a tool for learning. Where in the past, we have seen assessing only as a means to determine grades and thus qualifications, we now start realising that the potential benefits of assessing are much greater than that and that we should apply these in all stages of the learning process. Assessing previous knowledge offers such an opportunity. In this contribution we will outline some of the major possibilities we see for assessing previous knowledge and skills and their implications for educational practice. We intend to give answers to five questions. What is prior knowledge? Does prior knowledge have any effect? How can we assess prior knowledge? Are there pitfalls to avoid when assessing prior knowledge? How can we make use of the results of the assessment of prior knowledge? Starting with the results of a review conducted to obtain empirical evidence of the effect of prior knowledge on student outcomes, we elaborate on the methods used to assess prior knowledge and we discuss the use of so-called flaw assessment methods. Further, we describe the use of knowledge profiles. In the conclusion, the implications for educational practice are presented.