Papers by Dominique Sluijsmans
Kwaliteit van toetsen staat prominent op de politieke en maatschappelijke agenda van het hoger on... more Kwaliteit van toetsen staat prominent op de politieke en maatschappelijke agenda van het hoger onderwijs. In dit artikel wordt betoogd dat kwaliteit van toetsen in hoge mate wordt bepaald door de toetsbekwaamheid van opleiders en hun bewustzijn van het belang van goed toetsen. Tot op heden is onvoldoende helder welke kennis lerarenopleiders in huis moeten hebben om die kwaliteit te kunnen borgen. Het ontbreken van een nationale kennisbasis ’Toetsing voor lerarenopleiders’ vormt het uitgangspunt van ons onderzoek Bewust en bekwaam toetsen. In dit mede door SURF gefinancierd onderzoek hebben vier lerarenopleidingen hun krachten gebundeld om de kwaliteit van toetsbekwaamheid te versterken: het ILS van de HAN, FLOT van Fontys Hogescholen, de ULO van de VU en De Nieuwste PABO van de Hogeschool Zuyd. Een eerste belangrijke vraag in dit project is: Welke toetskennis is van belang voor lerarenopleiders? Om deze vraag te beantwoorden is een literatuurstudie uitgevoerd en zijn schriftelijke interviews afgenomen bij (inter)nationale toetsexperts. Resultaten laten zien dat er geen eenduidig beeld is over wat lerarenopleiders zouden moeten beheersen en dat reeds bestaande standaarden vaak abstract geformuleerd zijn. De kwaliteitspiramide voor eigentijds toetsen en beoordelen (Joosten-ten Brinke, 2011) is gebruikt voor een eerste aanscherping van leerdoelen over toetsing. In totaal zijn 57 leerdoelen benoemd en verdeeld over de vier niveaus van de piramide:8 leerdoelen op het niveau van toetsitems, 28 leerdoelen op het niveau van toetsen, 9 leerdoelen op het niveau van toetsprogramma's en 12 leerdoelen op het niveau van toetsbeleid. Verdere validering van de leerdoelen is nodig voordat instrumenten kunnen worden ontwikkeld waarmee lerarenopleiders zich kunnen professionaliseren. Het artikel sluit af met enkele aanbevelingen en een inkijk in het vervolg van het project.
Bohn Stafleu van Loghum eBooks, 2017
Medical Education, Jun 7, 2021
This is an open access article under the terms of the Creative Commons Attribution License, which... more This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Technology Enhanced Assessment, 2017
Perspectives on Medical Education, 2021
Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of c... more Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students’ perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regu...
Technical and Vocational Education and Training: Issues, Concerns and Prospects, 2016
Assessment in Education: Principles, Policy & Practice, 2019
In higher education, students often misunderstand teachers' written feedback. This is worrisome, ... more In higher education, students often misunderstand teachers' written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students' feedback perception than written feedback; it did not improve students' self-efficacy, or motivation. Feedback request forms did not improve students' perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.
Design Approaches and Tools in Education and Training, 1999
Assessment & Evaluation in Higher Education, 2005
In this case study our aim was to gain more insight in the possibilities of qualitative formative... more In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students' attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.
Joosten-ten Brinke, D., & Sluijsmans, D. M. A. (2012, 7 juni). Toekomstbestendig toetsen: eff... more Joosten-ten Brinke, D., & Sluijsmans, D. M. A. (2012, 7 juni). Toekomstbestendig toetsen: effectief gebruik van formatief beoordelen. Workshop bij de EHON conferentie, Heerlen, Nederland: Open Universiteit/Hogeschool Zuyd.
Dagelijks verzorgen duizenden leraren in het onderwijs duizenden uren les. Hoewel het takenpakket... more Dagelijks verzorgen duizenden leraren in het onderwijs duizenden uren les. Hoewel het takenpakket van leraren zeer divers is, is het verzorgen van een goede les een van de kerntaken van de leraar. Lesgeven is de core business van het leraarschap. Daarom beschrijven we in dit boek twaalf didactische bouwstenen die leraren kunnen gebruiken om hun lessen effectiever te maken. Leraren zullen merken dat je in dit boek geen ‘rocket science’ zult aantreffen, maar wel heldere, duidelijke en wetenschappelijk onderbouwde bouwstenen die hen raken in de kern van het vak, namelijk het lesgeven gericht op langetermijnleren.
Journal of Vocational Education & Training, 2008
This article describes how competence-based learning (CBL) can be organised in vocational educati... more This article describes how competence-based learning (CBL) can be organised in vocational education by integrating elements from a holistic instructional design model with recent ideas on assessment. A curriculum based on this model is pre-eminently suitable for an assessment approach emphasising that proof of competence is gathered by having learners perform authentic tasks under changing assessment conditions at regular intervals. The results are stored in a so-called electronic assessment portfolio. The portfolio is constructed according to the Protocol Portfolio Scoring (PPS). The value of PPS for flexible, demand-driven vocational education is discussed.
International Journal of Lifelong Education, 2009
and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Assessment & Evaluation in Higher Education, 2002
... Hanrahan and Isaacs (2001) mention the hostility that students show towards peer assessment i... more ... Hanrahan and Isaacs (2001) mention the hostility that students show towards peer assessment in their ... Discussing the purpose and guidelines for giving constructive feedback was the central topic ... All students handed in several products to ground their development in the skill ...
Implications for Pedagogy, Technology and Organization, 1988
Performance assessment in integrated e-learning 39 Chapter 3 Performance assessment in integrated... more Performance assessment in integrated e-learning 39 Chapter 3 Performance assessment in integrated e-learning Dominique Sluijsmans and Rob Martens Introduction Assessment is the weak link in e-learning systems. E-learning designers have relied predominantly on tools ...
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Papers by Dominique Sluijsmans