UM Teach-Meet

UM Teach-meet

Twice a year, EDLAB organizes a UM teach-meet for the UM teacher community. During this event, teaching staff from all UM faculties can join and share their experiences and best practices regarding currently debated topics in higher education.

– Next edition: Fall, 2018 –

UM Teach-meet invitation database

Are you a UM teacher? Do you wish to receive an invitation to our next UM Teach-meet edition?

Yes, I wish to sign-up for the UM teach-meet mailing list

Assessment Seminar 13 April 2018

Assessment Seminar - 13 April 2018

A special edition of the UM Teach-meet!

9.00 Opening Seminar

9.15 Keynote: ‘It is time to let learning drive assessment in PBL’
– by Prof. dr. Cees van der Vleuten

10.15 Break

10.30 Workshop 1: Adaptive Assessment – by Carlos Collares

Workshop 2: Constructive Alignment – by Elissaveta Radulova

Workshop 3: A focus on Assessment Rubrics – by Donna Carroll

Demonstration sessions: Secure Assessment (SURF) and UM Digital Assessment Project – Paul Adriaans

12.00 Harvest

12.20 Lunch

Keynote

Keynote

'It is time to let learning drive assessment in PBL'

Assessment drives education is an often-heard mantra and strongly confirmed in educational research. Therefore, there should be alignment between curricular goals and assessment goals, also called constructive alignment. Student-centered education, such as PBL, is a form of constructivist education. An emphasis is on tackling whole tasks in a self-directed manner, using collaborative learning processes.

The most common assessment approach in PBL, summative end-of-block assessment, seems to conflict with this educational philosophy. Assessment is primarily used for pass/fail decision making or grading, but hardly used for informing learning. The amount of feedback in many assessment practices is limited. In settings with many students, the multiple-choice format is dominating and is in conflict with the whole task approach in the PBL training itself. 21^st century skills such as team-functioning, communication, professionalism is sparsely assessed. One may conclude that many assessment practices in PBL are constructively misaligned.

Is there alternative? Some education programs are working with an alternative approach to assessment, that is fundamentally different from the classic summative approach. In this presentation these practices will be explained as well the assessment theory behind it. In essence, the mantra is reversed and learning is driving assessment.

Prof. Dr. Cees van der Vleuten

Cees van der Vleuten, PhD., has been at the University of Maastricht in The Netherlands since 1982. In 1996 he was appointed Professor of Education and chair (until 2014) of the Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences. Since 2005 he has been the Scientific Director of the School of Health Professions Education. A full biography can be found here.

Workshops & Demonstration Sessions

Workshop 1: Adaptive Assessment

out of 15 spots available

By Dr. Carlos Collares

Workshop 2: Constructive Alignment

out of 15 spots available

By Dr. Elissaveta Radulova

Workshop 3: A Focus on Assessment Rubrics

out of 15 spots available

By Dr. Donna Carroll

Demos: Safe Assessment & Digital Assessment

out of 25 spots available

By SURF and UM

Workshop 1

Workshop 1: Adaptive Assessment

Time: 10:30 – 12:00
Room: 1.010 (TAPX)

In this workshop participants will have the opportunity to understand:

The psychometrics behind computerized adaptive testing;
What are the components of a computerized adaptive test and how a computerized adaptive test algorithm works;
How computerized adaptive testing is being applied to progress testing at UM FHML as a strategic assessment tool of, for and as learning with a high degree of validity and reliability;
The alignment of computerized adaptive testing with modern learning theories.

Dr. Carlos F. Collares

Carlos F. Collares is Assistant Professor of Medical Education at Maastricht University, the Netherlands. He holds an M.D. degree (2002) with specialization in Occupational Medicine (2003), a Master degree in Psychology (2003) and a Doctoral degree in Psychology (2015). His doctoral thesis studied how social cognitive career theory constructs can influence career choices of medical students regarding their specialty and practice location.

His research focuses on assessment in the education of healthcare professionals, particularly, on progress testing, computerized adaptive testing, Rasch model, item response theory, cross-cultural adaptation assessment tools, test validity and the impact of assessment on students’ motivation, engagement, achievement and subjective testing experience. He is responsible for the development and implementation of a computerized adaptive edition of the International Progress Test for Maastricht University and in countries such as Finland, Saudi Arabia, and Mexico.

Since January 2015, he also holds an appointment as Assessment Specialist for the European Board of Medical Assessors (EBMA), a European foundation with the mission of promoting best practice in assessment for learning in medical education. He is a member of the teaching staff of the Master of Health Professions Education programme and a supervisor of MHPE candidates. He is a reviewer for several international journals.

Workshop 2

Workshop 2: Constructive Alignment

Time: 10:30 – 12:00
Room: 1.009 (TAPX)

The Constructive Alignment principle (Biggs, 1993, 2003, 2007) is a method for organizing the educational process in such a way that learners are motivated and achieve the intended learning outcomes. While geared primarily toward maximization of student success, CoAl can also be an effective mechanism of quality assurance and a framework for upgrading the professional qualifications of the academic teaching staff. Hence, CoAl can be simultaneously adding value to various organizational processes and management of change trajectories.

In this workshop the participants will learn how to introduce the constructive alignment principle in their courses and at the level of the entire curriculum. The participants will be shown concrete examples from the UM, and will engage in hands-on exercise and discussion about how to assure the CoAl principle works for the context of their course or programme, and how to adapt their educational materials accordingly.

Dr. Elissaveta Radulova

Elissaveta Radulova is Assistant Professor in European Public Policy at FASoS. Between 2009 and 2012 she was the programme director of the research-oriented Master programme “Analyzing Europe”. Since 2012 she is the Chair of the Board of Examiners at FASoS. She has gained valuable experience in all aspects of strategic and operational educational management: from admission and curriculum development to quality assurance and networking with alumni. She works with enthousiasm on management of change projects. In 2015 and 2016 she was project leader of the Constructive Alignment team at FASoS, which transformed two Master educational curricula.

Workshop 3

Workshop 3: A focus on Assessment Rubrics

Time: 10:30 – 12:00
Room: 0.013 (TAPX)

Rubrics and scoring sheets can make the assessment process more consistent, transparent and easier for you as an instructor and assessor. They can also be used to help provide effective feedback to students. But there are so many different types of grading sheets and rubric designs to choose from, how do you know which would suit your assignments and students the best? This workshop offers you the opportunity to test out and evaluate a few different rubric types, discuss your needs and consider which types of rubrics suit your courses. Tips about rubric development, their implementation and scoring will be discussed and there will be time to share practical experiences within the group.

Dr. Donna Carroll

Donna is former Lecturer of Physics at the Maastricht Science Programme, and Assessment Expert for FHS. She has lectured at a variety of institutions here and in the UK. She worked in Educational Service Innovation at Warwick University and now works in Educational Training & Development here in Maastricht for EDLAB.

Demonstration sessions

Demonstration sessions

Time: 10:30 – 12:00
Room: 0.110, ‘Serre’ (TAPX)

Demonstration session 1: 'Taking assessment security to the test'

The strength of a chain depends on the weakest link. If it comes to assessment and testing: how strong is the weakest link within your institution? Do lecturers send exam questions back and forth via e-mail? Is the itembank secured with two-factor authentication? Are you sure no one has left a copy of an exam in the printer? SURF, the collaborative ICT organisation for Dutch education and research, developed a working book to help security officers and employees involved in the assessment process to set up the complete assessment process in a secure way.

This session gives insight in the steps needed to secure the life cycle of assessment and testing within your organisation. And it shows how the working book, including online tools helps you take these steps.

Demonstration session 2: The UM Digital Assessment Project

Learn about the project digital assessment and discover what is in it for you! After a brief introduction of the project by Michiel van Geloven (UB), we will demonstrate Remindo, an actual tool for digital assessment. Paul Adriaans (LAW) will take you through the process of creating, reviewing, administering and marking of a test.

Practicalities

For: UM teachers
Date: Friday, April 13, 2018
Time: 9:00-13.00
Location: Serre, Room 0.110, Tapijn Building X – EDLAB
Hubertuslaan 12, 6211 KD, Maastricht
Registration closes on Monday, 9 April
Drinks and lunch will be provided!