Journal of Education & Social Policy

Professional Assessment Requires Professional Training
Piet Koppejan

Abstract
Assessment in Higher Education requires qualitively high assessing. Curricula with student-regulated learning demands assessments and assessing that aim on agentic engagement of students. Assessments and assessing demanding lecturers to deliver high quality assessing and summative feedback. The study explores assessor competencies based on the work of Baartmans and Gulikers (20128), self- efficacy in assessing based on the work of Dellinger, Bobbett, Olivier and Ellett (2008) and sustainable summative feedback based on Nicol (2010). The research has taken place in the context of a master education of applied science (HE) in the Netherlands. This study proposes a model of co-construction of summative feedback and a model of education of assessors. The results indicate that sustainable assessments need to educate the assessors in making reliable judgments in assessing, self-efficacy will be stimulated and delivering sustainable summative feedback requires specific education.

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