Assessment as an Instrument to Evaluate Quality of Instruction

We propose that the assessment of instruction include cognitive competence levels, based on Bloom's taxonomy. Quality control must include the entire instructional process, including assessment. We briefly describe how we organize our instructional process around a student-centered, problem-based learning approach, which allows students to reach the applicationoriented competence levels asked for in the exams. The results of exams are useful beyond grading, they can be used to evaluate the quality of the entire instructional process. Some quantitative results illustrate how we have used information provided by exams from the past three years as quality measures and to document the development of our course.