The Research Group Performance-Based Assessment of Communication in KoKoHs

Abstract

In recent years, educational theory and empirically oriented educational research have been viewed in contrary light. Growing interest in evidence-based expertise in education and the increase in assessment of competences reinforced this debate. The aim of this contribution is to question this contradiction, and to consider possibilities of constructive collaboration between educational theory and empirical research in assessment of competences. The aim is to stimulate new formats of assessment. We discuss education as a holistic transformation and a social process. According to this understanding, we identify communication competences as an educational aim and discuss opportunities of its training and assessment. We suggest role-plays as an adequate method to develop a competence-based instrument. Ten specific role-plays were developed, which were applied by N = 515 students. The results support role-plays as an effective and reliable assessment of communication competences. Nevertheless, further analyses are necessary to detect and explain various effects and gains in competences. The combination of empirical educational research and educational theory seems to be promising, and we hope to discover further conceptual impacts by bringing both sides together.