A blending of computer-based assessment and performance-based assessment: Multimedia-Based Performance Assessment (MBPA). The introduction of a new method of assessment in Dutch Vocational Education and Training (VET)


Technological advancements continue to drive innovation in CBA. Presently, test developers already incorporate multimedia elements into their CBAs (de Klerk, 2012). Educational institutions are designing technologybased assessments and items in a growing rate (Bennett, 2002). These assessments simulate a highly contextualized environment and students are confronted with tasks that they could encounter in real life (Issenberg, Gordon, Gordon, Safford, & Hart, 2001; Ziv, Small, & Wolpe, 2000). The general rationale behind innovative assessments is that they provide more meaningful observations about student skills than traditional multiple-choice tests or performance-based assessment (PBA). For example, research has shown that immersive environments are capable of capturing observations that is not possible to capture in a conventional classroom setting (Clarke, 2009; Ketelhut, Dede, Clarke, Nelson & Bowman, 2008). In scientific literature, multimedia and even immersive virtual reality possibilities are being discussed in relation to assessment (Susi, Johanneson, & Backlund, 2007; Sliney & Murphy, 2011; Clarke-Midura & Dede, 2010). Thus, technological progress provides opportunities for the design and development of innovative and interactive technology-based assessments. However, technological advancement in assessment is ahead of research and psychometrics.