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Papers by Dominique Sluijsmans
Perspectives on Medical Education
Introduction Healthcare systems require healthcare professionals and students educated in an inte... more Introduction Healthcare systems require healthcare professionals and students educated in an interprofessional (IP) context. Well-designed assessments are needed to evaluate whether students have developed IP competencies, but we currently lack evidence-informed guidelines to create them. This study aims to provide guidelines for the assessment of IP competencies in healthcare education. Methods A qualitative consensus study was conducted to establish guidelines for the design of IP assessments using the nominal group technique. First, five expert groups (IP experts, patients, educational scientists, teachers, and students) were asked to discuss design guidelines for IP assessment and reach intragroup consensus. Second, one heterogeneous intergroup meeting was organized to reach a consensus among the expert groups on IP assessment guidelines. Results This study yielded a comprehensive set of 26 guidelines to help design performance assessments for IP education: ten guidelines for bo...
This is a pre-print of the article that was published as: Sluijsmans, D. M. A., & Prins, F. (2006... more This is a pre-print of the article that was published as: Sluijsmans, D. M. A., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.
Balancing Dilemmas in Assessment and Learning in Contemporary Education
Technology Enhanced Assessment
Intreerede, in verkorte vorm uitgesproken bij de aanvaarding van het ambt van lector ‘Duurzaam be... more Intreerede, in verkorte vorm uitgesproken bij de aanvaarding van het ambt van lector ‘Duurzaam beoordelen in vraaggestuurd leren’ aan de Faculteit Educatie van de Hogeschool van Arnhem en Nijmegen op 6 juni 2008
For students to become prepared for the workplace, the skill of students to assess themselves is ... more For students to become prepared for the workplace, the skill of students to assess themselves is of larger long-term significance than the specific professional competences they acquire. This paper discusses the role of providing support to the students in the form of information on the relevance of the assessment criteria on their self-assessment skills. It is hypothesized that students are more accurate in assessing themselves when providing them with information on the relevance of the assessment criteria. Furthermore, the influence of the accuracy on next task performance will be explored. Results will be available by the time of the conference.
The increase in the number of people with multiple chronic conditions requires that future health... more The increase in the number of people with multiple chronic conditions requires that future healthcare professionals learn to collaborate with professionals of various backgrounds. It is important that after graduation, students are ready to think from an interprofessional perspective. To make valid inferences about students’ interprofessional competencies, an interprofessional performance-oriented assessment approach is needed that yields evidence for the acquisition of interprofessional competencies. To date, little is known about the design of interprofessional assessments. The objective of this article is to examine the design quality of current interprofessional performance assessments in undergraduate healthcare and social work education. For this purpose, we did a scoping review and selected 28 studies. Based on a theoretical assessment design framework, we specifically analyzed the description of the purpose of the assessment, the assessment performances, the assessment exerc...
De bedoeling van het Protocol Verbeteren en Verantwoorden van Afstuderen in het hbo is om opleidi... more De bedoeling van het Protocol Verbeteren en Verantwoorden van Afstuderen in het hbo is om opleidingen in het hbo te helpen samen werken aan het valide, betrouwbaar en voor studenten inzichtelijk toetsen van de beoogde eindkwalificaties, zoals beoogd in standaard 3/16 van de NVAO en het rapport ‘Vreemde ogen dwingen’ van de Commissie Bruijn (Expertgroep Protocol, 2014). Om dit te bereiken heeft het protocol drie doelen: 1. Duidelijkheid scheppen over terminologie en inrichting van het afstuderen. 2. Een kader scheppen voor gezamenlijk leren en verbeteren. 3. Een kader scheppen voor borging en verantwoording.
Joosten-ten Brinke, D., Sluijsmans, D., & Van der Vleuten, C. (2012, 28 November). Which assessme... more Joosten-ten Brinke, D., Sluijsmans, D., & Van der Vleuten, C. (2012, 28 November). Which assessment features shape students’ learning? A review study. Presentation at the Eapril conference, Jyvaskyla, Finland.
Technical and Vocational Education and Training: Issues, Concerns and Prospects
Onderwijs Research Dagen 2013, Mar 4, 2013
In dit symposium staan vier bijdragen over het belang en de meerwaarde van formatief toetsen voor... more In dit symposium staan vier bijdragen over het belang en de meerwaarde van formatief toetsen voor kwaliteit van leren centraal. In de eerste bijdrage worden de resultaten van een overzichtsstudie naar 25 jaar onderzoek naar formatief toetsen gepresenteerd. Daarna worden twee praktijkgerichte onderzoeken gepresenteerd die ingaan op specifieke effectieve methoden van formatief toetsen: het geven van schriftelijke feedback bij werkstukken en het werken met rubrics ter bevordering van de betrokkenheid van studenten bij het onderwijs. In de vierde bijdrage wordt de relatie tussen formatief beoordelen en het bevorderen van de zelfregulatie van leerlingen in het basisonderwijs uitgewerkt. Het symposium sluit af met een kritische reflectie op de vier bijdragen door dr. Marieke van der Schaaf.
Tijdschrift Voor Hoger Onderwijs, 2003
Design Approaches and Tools in Education and Training, 1999
Distance education is going through a paradigm shift from the second to the third generation. In ... more Distance education is going through a paradigm shift from the second to the third generation. In the first generation (correspondence education) teachers were craftsmen who coupled traditional learning materials to self-made personalised lessons that they mailed to their students at a distance. In the second generation new, pedagogically enhanced materials were designed and developed via an industrial model specifically for distance education, but the accent remained on a traditional learning paradigm. In the third generation personal, competence based, interactive materials for learning communities are being designed and developed. This chapter first outlines the characteristics of the first two generations. It then presents a framework for the design, development and delivery of distance education study materials according to the industrial approach. It concludes with a look at how this will change as we go to the third generation. In another chapter (Valcke, Kirschner & Bos) an environment for this new paradigm is worked out.
Tijdschrift voor Medisch Onderwijs, 2002
Studies in Educational Evaluation, 2006
Perspectives on Medical Education
Introduction Healthcare systems require healthcare professionals and students educated in an inte... more Introduction Healthcare systems require healthcare professionals and students educated in an interprofessional (IP) context. Well-designed assessments are needed to evaluate whether students have developed IP competencies, but we currently lack evidence-informed guidelines to create them. This study aims to provide guidelines for the assessment of IP competencies in healthcare education. Methods A qualitative consensus study was conducted to establish guidelines for the design of IP assessments using the nominal group technique. First, five expert groups (IP experts, patients, educational scientists, teachers, and students) were asked to discuss design guidelines for IP assessment and reach intragroup consensus. Second, one heterogeneous intergroup meeting was organized to reach a consensus among the expert groups on IP assessment guidelines. Results This study yielded a comprehensive set of 26 guidelines to help design performance assessments for IP education: ten guidelines for bo...
This is a pre-print of the article that was published as: Sluijsmans, D. M. A., & Prins, F. (2006... more This is a pre-print of the article that was published as: Sluijsmans, D. M. A., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.
Balancing Dilemmas in Assessment and Learning in Contemporary Education
Technology Enhanced Assessment
Intreerede, in verkorte vorm uitgesproken bij de aanvaarding van het ambt van lector ‘Duurzaam be... more Intreerede, in verkorte vorm uitgesproken bij de aanvaarding van het ambt van lector ‘Duurzaam beoordelen in vraaggestuurd leren’ aan de Faculteit Educatie van de Hogeschool van Arnhem en Nijmegen op 6 juni 2008
For students to become prepared for the workplace, the skill of students to assess themselves is ... more For students to become prepared for the workplace, the skill of students to assess themselves is of larger long-term significance than the specific professional competences they acquire. This paper discusses the role of providing support to the students in the form of information on the relevance of the assessment criteria on their self-assessment skills. It is hypothesized that students are more accurate in assessing themselves when providing them with information on the relevance of the assessment criteria. Furthermore, the influence of the accuracy on next task performance will be explored. Results will be available by the time of the conference.
The increase in the number of people with multiple chronic conditions requires that future health... more The increase in the number of people with multiple chronic conditions requires that future healthcare professionals learn to collaborate with professionals of various backgrounds. It is important that after graduation, students are ready to think from an interprofessional perspective. To make valid inferences about students’ interprofessional competencies, an interprofessional performance-oriented assessment approach is needed that yields evidence for the acquisition of interprofessional competencies. To date, little is known about the design of interprofessional assessments. The objective of this article is to examine the design quality of current interprofessional performance assessments in undergraduate healthcare and social work education. For this purpose, we did a scoping review and selected 28 studies. Based on a theoretical assessment design framework, we specifically analyzed the description of the purpose of the assessment, the assessment performances, the assessment exerc...
De bedoeling van het Protocol Verbeteren en Verantwoorden van Afstuderen in het hbo is om opleidi... more De bedoeling van het Protocol Verbeteren en Verantwoorden van Afstuderen in het hbo is om opleidingen in het hbo te helpen samen werken aan het valide, betrouwbaar en voor studenten inzichtelijk toetsen van de beoogde eindkwalificaties, zoals beoogd in standaard 3/16 van de NVAO en het rapport ‘Vreemde ogen dwingen’ van de Commissie Bruijn (Expertgroep Protocol, 2014). Om dit te bereiken heeft het protocol drie doelen: 1. Duidelijkheid scheppen over terminologie en inrichting van het afstuderen. 2. Een kader scheppen voor gezamenlijk leren en verbeteren. 3. Een kader scheppen voor borging en verantwoording.
Joosten-ten Brinke, D., Sluijsmans, D., & Van der Vleuten, C. (2012, 28 November). Which assessme... more Joosten-ten Brinke, D., Sluijsmans, D., & Van der Vleuten, C. (2012, 28 November). Which assessment features shape students’ learning? A review study. Presentation at the Eapril conference, Jyvaskyla, Finland.
Technical and Vocational Education and Training: Issues, Concerns and Prospects
Onderwijs Research Dagen 2013, Mar 4, 2013
In dit symposium staan vier bijdragen over het belang en de meerwaarde van formatief toetsen voor... more In dit symposium staan vier bijdragen over het belang en de meerwaarde van formatief toetsen voor kwaliteit van leren centraal. In de eerste bijdrage worden de resultaten van een overzichtsstudie naar 25 jaar onderzoek naar formatief toetsen gepresenteerd. Daarna worden twee praktijkgerichte onderzoeken gepresenteerd die ingaan op specifieke effectieve methoden van formatief toetsen: het geven van schriftelijke feedback bij werkstukken en het werken met rubrics ter bevordering van de betrokkenheid van studenten bij het onderwijs. In de vierde bijdrage wordt de relatie tussen formatief beoordelen en het bevorderen van de zelfregulatie van leerlingen in het basisonderwijs uitgewerkt. Het symposium sluit af met een kritische reflectie op de vier bijdragen door dr. Marieke van der Schaaf.
Tijdschrift Voor Hoger Onderwijs, 2003
Design Approaches and Tools in Education and Training, 1999
Distance education is going through a paradigm shift from the second to the third generation. In ... more Distance education is going through a paradigm shift from the second to the third generation. In the first generation (correspondence education) teachers were craftsmen who coupled traditional learning materials to self-made personalised lessons that they mailed to their students at a distance. In the second generation new, pedagogically enhanced materials were designed and developed via an industrial model specifically for distance education, but the accent remained on a traditional learning paradigm. In the third generation personal, competence based, interactive materials for learning communities are being designed and developed. This chapter first outlines the characteristics of the first two generations. It then presents a framework for the design, development and delivery of distance education study materials according to the industrial approach. It concludes with a look at how this will change as we go to the third generation. In another chapter (Valcke, Kirschner & Bos) an environment for this new paradigm is worked out.
Tijdschrift voor Medisch Onderwijs, 2002
Studies in Educational Evaluation, 2006