Name lecturer Joris Buis, MSc Scale small group of students Content Academic writing Turnitin (www.turnitin.org) Situation before the intervention First year bachelor students of the Institute of...
Course Collectieve intelligentie , BA Informatiekunde Lecturer Maarten Marx Contributor Guusje Smit, Project leader Surveillance on distance Situation before the intervention The formative exam and...
Course Numerical recipes Project, BA Computer Science Name lecturer André Heck Contributer Guusje Smit, Project leader Surveillance on distance Situation before the intervention The test exam and fi...
Motivation for this project Bij de FNWI wordt bij steeds meer vakken het tentamen digitaal afgenomen. Hiervoor zijn goede voorzieningen én op maat ondersteuning nodig. Op dit mom...
Motivation for this project Een video-opname in combinatie met peer observatie door een collega docent en een studentevaluatie biedt aan een docent die het BKO traject volgt de informatie om op het ...
Motivation for this project In regular university education programmes the summative digital assessments are not flexible yet. For safety reasons the digital exams are organized in special computer ...
Doelgroep Opleidingsdirecteuren, docenten en iedereen die activerend leren interessant en belangrijk vindt. Digitaal toetsen is de tweede van de vier thematische bijeenkomsten over blended learning...
Click on the date of the meeting to find more information or See also...
Demonstration of ""Procwise"", online exams and discussion about the new features. The meeting takes place about one hour. See more information in the procwise flyer.pdf . Procwise website ...
Bij de Science faculteit van de UvA en bij de TU Delft hebben recent pilots plaats gevonden met proctoring. In deze bijeenkomst worden de ervaringen gepresenteerd en wordt een demonstratie van proct...
Doelgroep Voor iedereen die betrokken is bij wiskunde onderwijs in de eerste bachelorjaren Download flyer van de bijeenkomst Aanmelden - zie hieronder (nodig ivm. consumptie en ruimte) De thema is ...
From 23-27 November Prof. Eric Mazur (Harvard University) visits several Dutch Universities for a ‘Tour de Mazur’ . His lecture Assessment – The Silent Killer of Learning given at the Universityo...
Doelgroep : docenten van exacte vakken of vakken waar wiskunde kennis en vaardigheden van belang zijn en iedereen die digitaal leren, oefenen en toetsen een interessant onderwerp vindt. Organisatie:...
Proctoring is used in digital assessment in distance learning to supervise students taking an assessment. There are different methods known in proctoring, most of them include a video recording. A...
To show the quality of the assessment, an examiner evaluates (together with a peer reviewer): the assessment organization, the validity of the assessment, the reliability of the a...
In the construction process of multiple choice (MC) and open questions, you can use a standard format for written MC and open assessments or digital MC assessments to fill in questions. For the...
There is an answer model for each assessment (condition 7 Kader toetsbeleid UvA). Students have access to the answer model of multiple choice and open ended question assessments after the take. ...
An examiner, appointed by the Examinations Board, is responsible for the quality of the course ( condition 21 Kader Toetsbeleid UvA ). There is a systematic evaluation of the assessment program on b...
The quality of assessment organization can be defined as the quality of the assessment as a result of logistic organization. The examiner is responsible for the quality of the assessment and guar...
Peer-assessment is an approach to formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment can be employed unde...
The limitations of the traditional unseen examination as an assessment method are now well appreciated. In particular such assessments often fail to validate several important learning outcomes. Ora...
Tentamenlade is a platform for higher education lecturers to collect, reuse and share exam questions. These can be open questions or other types of questions e.g. multiple choice. ...
The limitations of the traditional unseen examination as an assessment method are now well appreciated. In particular such assessments often fail to validate several important learning outcomes. Ora...
Posters can be used to address a variety of learning and teaching objectives including the development of motivation, content knowledge and generic and professional skills. A poster is a formal and...
A student portfolio is collected as an archive to assess all the work done by students and to keep a constant record. In general it represents a student work collection that exhibits student’s activ...
All chemistry teachers at second or third level use tests in their teaching. There are two broad uses for tests: Formative – assessment for learning (feedback on student learning) (see http:/...
Peer-assessment is an approach to formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment can be employed unde...
Comproved is een tool voor comparatief beoordelen: https://comproved.com/ Op dit momnet is er nog geen licentie voor bij de FNWI. Original author: Natasa Brouwer...
Oral examinations also referred to as viva voce, have been used by universities to evaluate students’ learning for centuries. The exam takes the form of a ‘conversation between master and pupil’. Ho...
In this chapter, examples of innovative approaches that use educational technology to support active learning in chemistry lectures, tutorials and laboratory sessions are considered. The scope of th...
Summative assessment remains an essential integral part of all formal education. Unfortunately many students over estimate their learning and understanding of material being taught and become aware ...
JL Kiappes Department of Chemistry, University College London, United Kingdom Challenge and goal In course design, many instructors focus on subject-specific knowledge and skills (e.g...
Viktor Englund Language and Communication, KTH Royal Institute of Technology, Sweden Challenge and goal When developing the course offering in language and communication with ...
Vera L. M. Silva Chemistry Department, University of Aveiro, Portugal Challenge and goal Laboratory/practical classes play a major role in sciences and engineering courses. In this e...
Martijn Bousse Faculty of Science and Engineering, Maastricht University, The Netherlands Challenge and goal Challenge: Rising student numbers put pressure on lecturers' worklo...
Natalija Sitnikova, Krištof Kranjc Faculty of Chemistry and Chemical Technology, University of Ljubljana, Večna pot 113, SI-1000 Ljubljana, Slovenia Challenge, goal and topic T...
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and develop attitudes in reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc).