Education for Sustainable Development (ESD) challenges educators to foster critical, reflexive, and transformative learning in response to complex sustainability issues. While many higher education institutions have embraced transformative pedagogies, assessment practices often lag behind, remaining tied to outputbased formats that inadequately capture personal, emergent, and value-driven learning. This workshop addresses this gap by introducing co-design methods developed through a Comenius Teaching Fellow project, grounded in design-based research. Participants will engage with tools from the ‘ESD Assessment Design Toolkit’ and follow a pressure-cooker design process to develop innovative assessment elements. The process begins by exploring students' voices to identify meaningful learning moments, moves through defining personal assessment challenges, and culminates in prototyping ESD-aligned assessment elements. The workshop offers hands-on experience in designing assessment that supports learner agency, complexity navigation, and the integration of uncertainty and multiple perspectives. Participants leave with tangible ideas to apply in their own context. Ultimately, this session responds to urgent calls in ESD literature to stop reinventing frameworks and instead focus on operationalising sustainability assessment meaningfully in real educational settings.
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Background: Assessment can have various functions, and is an important impetus for student learning. For assessment to be effective, it should be aligned with curriculum goals and of sufficient quality. Although it has been suggested that assessment quality in physical education (PE) is suboptimal, research into actual assessment practices has been relatively scarce. Purpose: The goals of the present study were to determine the quality of assessment, teachers’ views on the functions of assessment, the alignment of assessment with learning goals, and the actual assessment practices in secondary PE in the Netherlands. Participants and setting: A total of 260 PE teachers from different schools in the Netherlands filled out an online Physical Education Assessment Questionnaire (PEAQ) on behalf of their school. Data collection: The online questionnaire (PEAQ) contained the following sections: quality of assessment, intended functions of assessment, assessment practices, and intended goals of PE. Data analysis: Percentages of agreement were calculated for all items. In addition, assessment quality items were recoded into a numerical value between 1 and 5 (mean ± SD). Cronbach’s alpha was calculated for each predefined quality aspect of the PEAQ, and for assessment quality as a whole. Findings: Mean assessment quality (±SD) was 3.6 ± 0.6. With regard to the function of assessment, most PE teachers indicated that they intended using assessment as a means of supporting the students’ learning process (formative function). At the same time, the majority of schools take PE grades into account for determining whether a student may enter the next year (summative function). With regard to assessment practices, a large variety of factors are included when grading, and observation is by far the assessment technique most widely applied. A minority of PE teachers grade students without predetermined assessment criteria, and usually criteria are identical for all students. There is an apparent discrepancy between reported PE goals and assessment practices; although increasing students’ fitness levels is the least important goal of PE lessons according to the PE teachers, 81% reports that fitness is one of the factors being judged. Conversely, while 94% considers gaining knowledge about physical activity and sports as one of the goals of PE, only 34% actually assesses knowledge. Conclusions: Assessment in Dutch PE is of moderate quality. The findings further suggest that PE teachers consider assessment for learning important but that their assessment practices are not generally in line with this view. Furthermore, there seems to be a lack of alignment between intended learning outcomes and what is actually being valued and assessed. We believe that these results call for a concerted effort from PE departments, school boards, and the education inspectorate to scrutinise existing assessment practices, and work together to optimise PE assessment.
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Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
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Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
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In two projects I have experimented with student designing their own assessment. One project was for a minor with only a few participants, so suitable for the experiment. The other was a regular course with approximately 50 students where the assessment form was partially free. I have done this project for over more than 10 years now. In this project every project group of students gets the assignment to let the other students experience what they have learned in their project. We would like to discuss how we can give students the opportunity to design their own assessment and still measure intended learning outcomes. And how can we learn from different cultures (between programs, faculties, universities and countries) in facilitating students to design their own assessment. Besides, we think by giving students more control over their own learning we will challenge students to focus on thriving and not just surviving.
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In dit document is het logopedisch onderzoek bij broddelen beschreven waarover internationaal consensus bestaat. Dit document is gepresenteerd op de website van de International Cluttering Association
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This article reports on a literature review on empirical research investigating learning for vocations in the context of vocational education. We included 36 studies in which learning for vocations is empirically studied. Learning for vocations is characterised based upon prevalent research traditions in the field and framed from the perspective of vocational education and organised learning practices. This framing and characterisation directed the search terms for the review. Results show empirical data on vocational learning and illustrate how learning processes for the functions of vocational education - vocational identity development, development of a vocational repertoire of actions, and vocational knowledge development - actually take place. The review further shows that, empirical illustrations of learning processes that occur in the context of vocational education and organised learning practices are relatively scarce. The findings can be typified in relation to our theoretical framework in terms of three learning processes, that is learning as a process of (a) belonging, becoming, and being, (b) recontextualization, and (c) negotiation of meaning and sense-making. We argue that more empirical research should be carried out, using the functions of vocational education and the three learning processes to better understand vocational learning.
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A growing number of higher education programmes in the Netherlands has implemented programmatic assessment. Programmatic assessment is an assessment concept in which the formative and summative function of assessment is intertwined. Although there is consensus about the theoretical principles of programmatic assessment, programs make various specific design choices, fitting with their own context. In this factsheet we give insight into the design choices Dutch higher education programmes make when implementing programmatic assessment.
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This chapter explores qualitative career assessment as an identity learning process where meaning-oriented learning is essential and distinguished from conditioned or semantic types of learning. In order to construct a career identity in the form of a future-oriented narrative, it is essential that learners are helped through cognitive learning stages with the help of a dialogue about concrete experiences which aims to pay attention to emotions and broadens and deepens what is expressed.
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De Digitale Universiteit (DU) performed a quickscan to determine the usability of the IMS Question and TestInteroperability (QTI) specification as a format to store questions and tests developed for and by the consortium. The original report is available in Dutch from the website of De Digitale Universiteit and an unofficial English translation of that report can be downloaded. In October 2003, Canvas Learning Ltd., developers of the Canvas Canvas Learning Author and Canvas Learning Player responded to the Quickscan by sending their Canvas Flash player which could also render the test questions developed for the Quickscan. The Canvas Learning Player hadn't been tested as part of the original Quickscan because none of the partners within De Digitale Universiteit was using the application at that time. This addendum contains a short overview of the results of the tests for the Flash player as it was provided by Canvas Learning Ltd. All tests have been conducted by the author of the quickscan using the original test set. The set and the player used can be downloaded as a SCORM compliant package.
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