Performance-Based Tests: Using Role Plays to Assess Communication Skills

Abstract

Modelling and job-related assessment of vocational competences has been traditionally a major aspect for vocational education and training (VET) in order to adequately define and train necessary competences in the context of a dynamic, ever-changing occupational world, as the “ASCOT” research initiative has demonstrated. Similarly, one of the main objectives of higher education (HE) consists in preparing students for the demands of the labor market. This implies that not only discipline-specific competences and expert knowledge need to be acquired during studies but also more generic competences like communication skills. In order to be able to assess such generic learning outcomes of HE, performance-based test instruments are required.