14 May 2020
\n14:00 – 15:00h<\/p>\n
Assessment as an opportunity to learn: Towards a feedback culture in university education<\/strong><\/p>\n Because assessment often drives students\u2019 learning, it is worthwhile to reconsider the value of assessment in university education. The aim in this bootcamp is threefold. First, it is outlined how the formative and summative purpose of assessment can be balanced within the curriculum. This implies a clear definition of formative and summative, whereby insight will be provided I the main strategies of formative assessment. Second, more concrete examples are presented how formative assessment can be put into practice, and what the consequences are for the role of both teachers and students. One is these examples focuses on the organisation of effective feedback processes. Third, some implications for practice are presented: What does the road towards a feedback culture asks from teachers and students? What are the steps to take? With this bootcamp, I hope to inspire the participants to take a renewed view on current assessment practices and invite them to have a constructive dialogue.<\/p>\n Trainer:\u00a0<\/strong>Dominique Sluijsmans<\/p>\n Dominique Sluijsmans studied Educational Sciences at the Radboud University of Nijmegen. From 1997 until 2009, she worked as a research associate at the Open University of the Netherlands. In 2002, she finished her PhD-project entitled \u2018Student involvement in assessment: the training of peer assessment skills\u2019. After her PhD-project, she further investigated the complexity of assessing one\u2019s own and peers\u2019 work in the context of teacher- and medical education.<\/p>\n Dominique has published in international and national journals, received several research-grants, and gives many lectures for a diverse audience in primary, secondary, higher and vocational education. From 2008 until now she has been working as an associate professor (lector) at the Hogeschool van Arnhem en Nijmegen en Zuyd Hogeschool.<\/p>\n She also supervises several PhD-projects at Maastricht University on feedback\/(interprofessional) and co-regulated learning.\u00a0For one day per week,\u00a0she is active as an independent educational advisor in\u00a0supporting\u00a0teachers\u00a0and schools in (re)designing their assessment practice.<\/p>\n In summary, her ambition is to emphasize a holistic and formative perspective on assessment in education, which aims at an active participation of students and sustainable learning. Dominique is married and has two daughters of 14 and 16 years old. More information on her work can be found at sluijsmans.net<\/p>\n Target audience Duration Costs EDLAB reserves the right to postpone this event should a minimum of 6 participants not be reached.<\/p>\n
\n<\/strong>UM Teaching staff<\/p>\n
\n<\/strong>1 x 1 hour interactive workshop<\/p>\n
\n<\/strong>This webinar is offered for free<\/p>\n