Ske learning outcome 3: Tests cyclus

Ske-learning outcome 3

Learning outcome

Above level

At level

Under level

You coach and advise colleagues in the assessment and examination process, taking into account the TGO framework, the Test Quality framework and Fontys guidelines.

You demonstrate how you coach and advise your colleagues in the cyclical improvement of the assessment and examination process.

You formulate your recommendations based on the quality criteria that are set, such as the place and function of the test within the programme, current literature and test evaluations.

You explain how you constantly weigh up the function of the tests and the context in which they are used, and you relate this to the TGO framework, the Test Quality framework and Fontys guidelines.

Location of keys (branches) in the key web
The assessment network is based on the principle that every entity is equally important and that the quality of assessments is only as strong as its weakest link. Information about the assessment network can be found here. (Koppelingen naar een externe site.) Ske learning outcome 3 focuses on testing (branch).
According to the Fontys Assessment Quality Framework, the following functions are central to the assessment process: learning, deciding and evaluating (Van Schilt-Mol, 2022).
Within this process, a distinction is made between assessment and examination:
Testing: the process in which learning is made visible in relation to the learning outcomes (loosely based on Joosten-ten Brinke & Draaier, 2015).
Examination: making and substantiating a decision on the student's performance with regard to the unit of learning outcomes. If an examination is passed, the student receives the corresponding credits.

The assessment process involves much more than just the moment of assessment. The process of assessment and examination refers to the procedures and principles used to evaluate student development, whether and what assessments are given, possibly resulting in a decision (e.g. regarding the awarding of credits).

Students, lecturers and supervisors in the professional field (learning triangle; Duvekot, 2016) jointly clarify expectations and thus give meaning to the unity of learning outcomes. The student collects a variety of evidence in a development portfolio that is appropriate to the learning outcomes. This material is derived from learning activities.

Feedback plays a crucial role in the assessment process. By asking for, giving and receiving feedback, assessment takes place throughout the entire learning process. Feedback is intended to support the learning process (learning feedback). At certain points in the process, students request performance feedback. Performance feedback serves to provide students with insight into how far they have progressed in demonstrating the learning outcomes (see guide “navigating your learning process”).

During examinations, examiners decide and substantiate whether the examination of a course unit with learning outcomes has been demonstrated.

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Portfolio ske learning outcome 3

In terms of evidence, you can choose to use a system for assessmentevaluation (SVA) to go through. This is a tool for examining the quality of complex tests. You can also use the adjustment and evaluation of exams from an EVL as a concrete process, accompanied by recommendations for improvement. The process and content can be incorporated into a reflection, to which you add the product (the evidence). You can justify the choices you have made (in terms of content and procedure), demonstrating your knowledge at SKE level. Analysis is important throughout the SKE, but it is particularly prominent in quality 3. See also the professional products of Losse, where a solid substantiation, or analysis, is required. In addition, evidence of the role of advisor and developer is required.

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As you can see, it is important that you focus on the quality of tests in your daily work and that you use and apply an assignment from your daily professional practice to demonstrate your level of quality 3.

Dit werk valt onder een Creative Commons Naamsvermelding-NietCommercieel 4.0 Internationaal-licentie (Koppelingen naar een externe site.).