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Introduction ske Fontys

Introduction ske Fontys

What does senior qualification examination (ske) entail?

History of bke and ske
In 2012, the External Validation Committee for Examination Quality in Higher Professional Education stated in its report “Vreemde Ogen Dwingen” (Stranger Eyes Compel) that strengthening testing skills, as part of the basic teaching skills (bdb) of teachers, was necessary. The committee also recommended introducing a qualification system that would distinguish between basic and senior assessment skills (Committee for External Validation of Examination Quality in Higher Professional Education, 2011). This advice led to both the formulation of learning outcomes and indicators leeruitkomsten en indicatoren (Expert Group bke/ske, 2013) and the formation of the Toetsbekwaamheid h(b)o network, of which virtually all universities of applied sciences are members.

In 2017, the Commission for the Evaluation of External Validation of Assessment and Examination in Higher Professional Education concluded in its report ‘Zienderogen vooruit’ that teacher professionalisation in the field of assessment is one of the greatest successes of the implementation of ‘Vreemde Ogen Dwingen’, This is largely due to the way in which universities of applied sciences have jointly shared experiences and developed knowledge with regard to BKE and SKE professionalisation programmes (Commission for the Evaluation of External Validation, Assessment and Examination in Higher Professional Education, 2017).

In the “Je Ogen Uitkijken” project, the central question with regard to bke and ske is therefore what continuous assessment competence is and how attention to this can be sustainably embedded within universities of applied sciences. In order to answer this question and to offer universities of applied sciences concrete tools with which they can give substance to continuous assessment competence and embed attention to this in their professional quality culture in a manner appropriate to their own context, a reassessment of the learning outcomes as formulated in the learning outcomes framework has been initiated. implement continuous assessment competence and embed attention to this within the professional quality culture, a reassessment of the learning outcomes as formulated by the Expert Group (Expert Group bke/ske, 2013) was initiated. This led to the formulation of four qualities of the assessment-competent higher professional education lecturer. This report presents and explains these qualities. In deze rapportage worden deze kwaliteiten gepresenteerd en toegelicht.

The qualities of competent examiners are derived from the entities of the assessment web (toetsweb). The assessment web symbolises the interconnection between the various assessment entities and visually demonstrates that they are all linked. Fontys has formulated four learning outcomes derived from the four national qualities. During the SKE process, you evaluate the quality of the parts of the assessment organisation for which you are responsible and contribute to the development, implementation and/or evaluation of policy (SKE learning outcome 1) and the assessment programme (SKE learning outcome 2). You support and guide colleagues in the assessment and examination process (ske learning outcome 3), reflect on your own assessment competence and look ahead to how you can remain sustainably competent in assessment (ske learning outcome 4).

Difference between bke and ske
The difference between bke and ske is that with bke, you look at the learning outcomes at the level of the individual test (micro level), whereas with ske, you look at the learning outcomes at the programme or institute level (meso level).

The Expert Group bke/ske (2013) has stated that the difference between bke and ske can best be explained by four complexity factors: relationship level, responsibility level, level of supervision and role/task.

Level of employment

bke

Positioning tests for which the teacher is (jointly) responsible, awareness of the place of these tests within the programme.

ske

Understanding the place and function of the tests within the programme.

Responsibility

bke

(Jointly) responsible for one (or more) examination(s).

ske

(Jointly) responsible for the (coherence between) the examinations that are administered within (a part of) the programme.

Guidance

bke

Engage in discussions with colleagues about the assessment for which the teacher is (jointly) responsible, actively gather feedback on the quality of one's own assessment.

ske

Advising colleagues on assessments and providing guidance on how to create high-quality assessments.

Role/Task

bke

Teachers who primarily have the role of teacher and examiner.

ske

Teachers who not only fulfil the role of teacher and examiner, but who also have a role in cross-curricular issues in one or more specific areas of assessment (e.g. member of the curriculum committee, examination board, assessment committee, quality assurance officer, etc.).

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