ABSTRACT
In 1990, Boud argued that a major problem for education is the fact that there are gaps between teaching and professional practice and between assessment tasks and what occurs in the world of work. In the years thereafter, the educational culture changed to competency-based education that focused on developing competent students and future employees (Segers et al., 2003), which makes the issue of bridging the gaps between learning and working even more salient. To meet the educational goals, a constructive alignment between instruction, learning and assessment (ILA) is necessary (Biggs, 1996). A changed educational goal that focuses on competency development requires changes in the instructional phases, but requires new modes of assessment as well.
