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Ske-learning outcome 2: Tests programme

Tests programme

According to the Assessment Quality framework, the assessment programme provides an overview of the assessment and decision-making processes for all educational units of a programme (Fontys, 2024). The assessment programme as a whole is coherent, well-considered and appropriate to the programme profile with accompanying NLQF-niveau (vrij naar Baartman & Van der Vleuten, 2015).

The assessment programme is tailored to teaching units with learning outcomes and provides an overview of examinations to which credits are linked. The assessment programme is included in the OER (Teaching and Learning Regulations) and thus promotes transparency. Together, the examinations provide a valid and reliable assessment of the student's knowledge and skills.

The assessment programme provides an overview of examinations, with associated credits. It provides an overview of any required evidence. Within the framework of Talent-Oriented Education, it has been agreed that students will be given the freedom to shape their own learning process – and therefore their portfolio – in their own way. The examination assesses whether the various evidence (e.g. professional product, knowledge test, etc.) demonstrates that the course unit has been completed with learning outcomes. Credits are linked to this examination. The assessment programme clearly states which assessment scale applies to which examination. If the examination is not passed, an adjustment is required. The assessment programme specifies how often and when a student can take an examination (at least twice per academic year in accordance with the OER) (see decision-making procedure protocol).

The elements that make up an assessment programme and how to develop one can be found in the
handreiking 'ontwerpen van een toetsprogramma'.

toetsprogramma sprint.PNG

Liesbeth Baartman ligt hieronder het wat en waarom van toetsprogramma's toe.

Knowledge and expertise
Which assessment method do you use to make which decision? How do you ensure variety in your portfolio when assessing large units (15 or 30 credits)? It is important to carefully consider how pieces of evidence relate to each other in order to gain a clear picture of the profession as a whole. What evidence is mandatory? But also, where is there room for the student to provide their own evidence, in accordance with the Assessment Quality Framework?

Quality of the assessment programme
National and international investments have been made in expanding criteria, with a greater emphasis on alignment with the learning process and other tests in the programme. Baartman (2008) identified twelve criteria for analysing the quality of testing at programme level (see Box 4; from Gulikers et al., 2008). A single test cannot meet all quality criteria. Every test will be a compromise between these qualities. If tests are part of a larger whole, a testing programme, the quality of an individual test can be considered within the overall quality of the testing programme. The above compromises within a test are made differently if tests have a place and function within an educational programme as a whole (Van der Vleuten & Schuwirth, 2005). In that case, it is not the individual test that must meet the test quality criteria to the maximum extent possible, but the test programme as a whole. In this case, the sum is greater than the whole of its parts.

In the following video, Liesbeth Baartman explains the quality assessment programme (KIT2.0). The quality requirements are also discussed in this video.

Constructive aligment

Constructive alignment (Biggs, 1996) is based on the alignment of three essential components: intended learning outcomes, learning activities and assessment. These are shown in the figures below. Constructive alignment includes the term constructive, which is in line with social constructivism, whereby students are actively involved in acquiring knowledge. The term alignment emphasises the principle that there should be alignment between the intended learning outcomes and the assessment (Biggs & Tang, 2011).

Figure. Constructive alignment as a holistic interactive system. Note. Taken from Teaching for Quality Learning at University by J. Biggs, C. Tang & G. Kennedy (2022), p. xxiv.

Another visualisation of constructive alignment is as follows:

constructive alignment-1.PNG

Intended learning outcomes
In order to successfully complete a programme, a student must meet the intended learning outcomes, which describe the desired results of the programme. These intended learning outcomes are translated inr areas of responsibibility and then to units of learning outcomes (evl). The task areas are representative of professional practice. The assessment programme specifies whether evidence is required for a particular EvL. In any case, students are also free to submit their own evidence. Students all build a portfolio to demonstrate their learning outcomes, learning from feedback to promote their development. The national training profile forms the basis for formulating task areas, which are determined in consultation with the professional field and are future-proof. Learning outcomes are then formulated on the basis of these task areas and contain learning outcomes that indicate what the student must know and be able to do. The process includes an orientation phase, the formulation of task areas, the design of teaching units and the drawing up of an assessment programme, with integrated decisions being taken on the basis of the student's assessment portfolio.

Design of a testing programme

A test programme is designed using a design process as described in the handreiking 'Ontwerpen van een toetsprogramma'. Prior to designing an examination programme, an orientation phase was completed and task areas were formulated. The design of an examination programme begins with determining the teaching units and the corresponding examinations. Each teaching unit, consisting of 15 or 30 credits, is concluded with a single examination. It is important to use distinctive names and codes for the various teaching units and examinations. Sometimes an examination can be linked to a specific teaching period, which must then also be included in the examination programme. The language in which the examination is conducted can also be specified.

Students must always submit an assessment portfolio before the examination. The reliability and validity of the decision are guaranteed by navigating through the learning process and the decision-making procedure. In some cases, a portfolio assessment may be supplemented with an additional form of examination, such as an interview, presentation or performance. This must then also be included in the assessment programme.

The assessment scale is determined for each examination. This is done using the Fontys beoordelingsschalen voor tentamens.

When designing the assessment programme, it is important to determine what evidence examiners need in order to make a well-founded, comprehensive decision about the examination. Evidence in the assessment portfolio must meet the VRAAKKT criteria. It is also important to determine whether certain evidence is mandatory. Mandatory evidence often includes performance feedback that clearly indicates the extent to which the student meets the expected level in relation to the learning outcome. At least once per EvL, performance feedback is provided, in any case by an examiner.

In order to show the current status in relation to the learning outcomes, a student chooses evidence. Sometimes evidence is mandatory and is included in the assessment programme, sometimes there are several suggestions from which a student can choose, and sometimes the student has the opportunity to provide their own evidence. Students, lecturers and supervisors in the professional field (learning triangle; Duvekot, 2016) clarify expectations together and thus give meaning to the learning outcomes of an educational unit. The student collects a variety of (evidence) material in a development portfolio, in line with the learning outcomes. This material is derived from learning activities.

Examiners make an integrated decision on whether the EvL has been demonstrated. An integrated decision means that examiners make an overall assessment based on a wide range of information and evidence. The information in the assessment portfolio serves as the basis for this decision. No weighting factors for individual components of the examination are used.

Finally, entry requirements for participation in the examination of a specific course unit are described. The starting point is that entry requirements are formulated for as few EvLs as possible, in order to guarantee flexibility for students. An entry requirement is always formulated at the level of examinations.

By following these steps, a coherent and transparent assessment programme is designed that is in line with the programme profile and the curriculum, and that offers students the opportunity to shape their learning process in their own way.

Dit werk valt onder een Creative Commons Naamsvermelding-NietCommercieel 4.0 Internationaal-licentie.