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Your search keyword '"Frans J. Prins"' showing total 2 results
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2 results on '"Frans J. Prins"'

1. Teacher Professional Learning and Development in the Context of Educational Innovations in Higher Education: A Typology of Practices

Author

Tim M. Stevens, Indira N. Z. Day, Perry J. den Brok, Frans J. Prins, Hanneke J. H. E. Assen, Marlies ter Beek, Gunter Bombaerts, Remco Coppoolse, Petra H. M. Cremers, Rik Engbers, Madeleine Hulsen, Rachelle J. A. Kamp, Jur J. Koksma, Kariene Mittendorff, Jan Riezebos, Roeland M. van der Rijst, Margje W. J. van de Wiel, and Jan D. Vermunt

Abstract

Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers' professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research.

Published
2024
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2. Developing a digital application for quality assurance of assessment programmes in higher education

Author

Lonneke H. Schellekens, Marieke F. van der Schaaf, Cees P.M. van der Vleuten, Frans J. Prins, Saskia Wools, Harold G.J. Bok, RS: SHE - R1 - Research (OvO), and Onderwijsontw & Onderwijsresearch

Subjects
MODEL, Quality assurance application, Higher education, DESIGN-BASED RESEARCH, TECHNOLOGY, Ensuring assessment quality, Education, Assessment programme, Improving assessment quality
Abstract

Purpose This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education. Design/methodology/approach The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application. Findings As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments. Practical implications Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality. Originality/value The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.

Published
2023

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