The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
Big data analytics received much attention in the last decade and is viewed as one of the next most important strategic resources for organizations. Yet, the role of employees' data literacy seems to be neglected in current literature. The aim of this study is twofold: (1) it develops data literacy as an organization competency by identifying its dimensions and measurement, and (2) it examines the relationship between data literacy and governmental performance (internal and external). Using data from a survey of 120 Dutch governmental agencies, the proposed model was tested using PLS-SEM. The results empirically support the suggested theoretical framework and corresponding measurement instrument. The results partially support the relationship of data literacy with performance as a significant effect of data literacy on internal performance. However, counter-intuitively, this significant effect is not found in relation to external performance.
MULTIFILE
We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explaining perceived competence than in explaining earned credits. Perceived competence and earned credits, as two sides of the same coin in competence-based education, are only weakly related. Furthermore, this study shows that it is most likely that perceived competence affects earned credits, but a model in which earned credits affects perceived competence as possible causal relationship was also accepted, although the relationship remains weak. The practical implication of this study is that, as long as perceived competence and the number of credits are not related, competence-based higher education will not obtain optimal efficiency. For participants and researchers in higher education, it remains important to be aware that different learning goals may evoke different study behaviours in students, and the challenge for higher education is to align these goals.
