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Gulikers, J., de Vos, M., Baartman, L., & Hofman, I. (2024, april). Lerend kwalificeren = Leren + beslissen. Onderzoeksrapport MBO-Raad, Woerden, The Netherlands. https://onderwijsenexaminering.nl/lerend-kwalificeren/onderzoek-en-voorbeelden

Toolkit Formatief Toetsen. in: M. Leenknecht, S. Kooij, M. Köhlen, E. Roskam-Pelgrim, & A. Potters (Eds). Jubileumboek Platform Leren van Toetsen, 30-36. Te vinden op: https://lerenvantoetsen.nl/leren-van-toetsen-in-het-hoger-onderwijs, Als je weet wat een docent doet in de klas wanneer formatief toetsen wordt ingezet, dan weet je ook hoe je docenten die dit nog niet doen kunt ondersteunen ook formatief toetsen op te pakken. Dat is precies wat we dachten toen we in 2017 onze reviewsstudie naar formatief toetsen hadden afgerond. Daarin beschrijven we wat een docent doet in de formatieve toetscyclus. Samen met drie hogescholen vanuit Platform Leren van toetsen en met subsidie van Nationaal Regieorgaan Onderwijsonderzoek (NRO), hebben we dit verder uitgewerkt in praktische werkvormen en reflectie-instrumenten in Toolkit Formatief toetsen. De toolkit is na de lancering in 2018 goed gevonden en werd sindsdien al meerdere keren aangevuld.

By applying formative assessment in the classroom, many teachers want to stimulate students to self-regulate their learning. Co-regulation in formative assessment can stimulate students’ self-regulated learning. However, teachers could apply formative assessment to create co-regulation in the classroom in different ways. This study investigates two research questions: (1) How much teacher and student formative assessment behaviour is planned or unplanned and implemented in the classroom, when formative assessment is implemented to stimulate students’ self-regulated learning? and (2) What do these teacher and student formative assessment behaviours that create co-regulation of learning look like? The formative assessment cycle was used as a framework to describe the formative assessment process in five phases: (1) Clarifying expectations, (2) Eliciting student responses, (3) Analysing and interpreting responses, (4) Communicating about responses and (5) Taking follow-up actions: adapting teaching and learning. Fourteen teachers planned and implemented formative assessment that created co-regulated learning to stimulate students’ self-regulated learning. Teachers’ analysed lesson plans, audio reflections and colleague observations showed that teachers and students used more formative assessment during the lesson than that was planned beforehand. In most of the formative assessment practices, students were stimulated by their teachers to actively engage in, and take responsibility for, formative assessment practice. This resulted in students showing formative assessment behaviour that included self-regulated learning. The results of this study can help teachers and researchers to better recognise and implement formative assessment that creates co-regulated learning to stimulate student self-regulated learning.

Climate services aim to provide climate information to aid decision-making. However, in practice their effectiveness is hampered by factors such as incompatibility with decisions, neglect of user’s context, and limited understanding of the information provided. Enhancing climate services’ user orientation necessitates capacity building to bolster the knowledge and collaborative skills among actors in the climate production chain. This study introduces a learning framework for capacity building in climate services that was developed using iterative systematic cycles for educational design research. The framework contains seven steps, along with relevant guiding questions, derived from the evaluation of case studies and the trainer’s experiences in 21 training events conducted under the User Learning Services (ULS) of the Copernicus Climate Change (C3S). Overall, this study offers a learning framework that can guide the content and design of capacity building in future climate information services. This contributes significantly to the ongoing effort to enhance and understand the impact of climate services on decision making.

This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the Interconnected Model of Professional Growth (IMPG) and curriculum spiderweb. PDP characteristics, context characteristics, and teacher development outcomes appeared to vary widely. Still, several relationships were identified between specific PDP characteristics and teacher development. The review yielded an enriched model (building on the IMPG) of the pedagogical development of higher education teachers. This model and the results of this review can help academic developers to improve the design of PDPs and provide guidelines to further investigate the value of PDP.

Boek (redactie)Ros, B., Gulikers, J., Joosten- ten Brinke, D., & Schildkamp, K. & Gulikers, J. (2022). Ken je leerling. Praktische inzichten over toetsen en beoordelen PO. Didaktief Onderzoek.

Joosten-ten Brinke, D., Bartman, R. Gulikers, J., Baartman, L., & Silfhout, G. van (2022). Formatief toetsen in de lerarenopleiding: een analyse van de kennisbases. Velon Tijdschift voor Lerarenopleiders, 43(2), 72-95https://velon.nl/formatief-evalueren-in-de-lerarenopleidingen-een-analyse-van-de-kennisbases/(Het Velon tijdschrift is alleen toegankelijk voor leden), Docenten zijn zich steeds meer bewust van het belang van formatief evalueren. Het versterkt het leren van de leerlingen, zorgt voor een grotere betrokkenheid bij het eigen leerproces en bewerkstelligt dat het leren beter beklijft. De verwachting van docenten en schoolleiders is dat net afgestudeerde studenten aan de lerarenopleidingen op de hoogte zijn van formatief evalueren en beschikken over een (vak)didactisch handelingsrepertoire om formatief evalueren in de praktijk te brengen.In dit artikel leest u de resultaten van een onderzoek waarbij de kennisbases van 14 eerstegraads en 18 tweedegraads lerarenopleidingen geanalyseerd zijn op de aandacht voor formatief evalueren om inzicht te krijgen in het beoogde curriculum. Met een kwantitatieve en kwalitatieve analyse van de kennisbases aan de hand van de formatieve evaluatiecyclus wordt duidelijk dat de aandacht voor formatief evalueren verschillend is tussen de kennisbases van de eerstegraads lerarenopleidingen en de kennisbases van de tweedegraads lerarenopleidingen en dat er grote verschillen zijn tussen de verschillende vakspecifieke kennisbases. In het algemeen kan gesteld worden dat er relatief weinig aandacht is voor formatief evalueren. De resultaten van dit onderzoek kunnen gebruikt worden bij de herziening van de kennisbases.

Voedingsbeleid heeft zich tot nu toe vooral gefocust op het bevorderen van de gezondheidswinst voor het individu. Het belang van het includeren van het duurzaamheidsperspectief wordt echter steeds meer benadrukt. Daarom startte het SWITCH project met de vraag: hoe benaderen experts in het werkveld deze combinatie van gezond én duurzaam voedingsgedrag?

Over the past decade, entrepreneurship education (EE) has increasingly been introduced as a school-wide approach to stimulating an entrepreneurial mindset across various educational levels. We refer to this as “wide approaches to EE”. Wide approaches to EE require education programs that go beyond simply defining entrepreneurial competencies (the “what” question) and ask for learning activities that enable the enfolding, cultivation, and development of such competencies (the “how” question). Although important steps have been made with respect to addressing the “how” question, principles to actually design wide EE programs are scarce. Here, we advance the educational practice and research regarding wide EE by deducing design principles for wide EE programs across educational levels based on core theories in the entrepreneurship literature, including experiential learning, social constructivism, and effectuation theory. The 11 design principles represent the entrepreneurial process, the task, and the context and relationships of wide EE programs, and are discussed in three European cases from different educational levels in order to illustrate how the design principles can be used for understanding wide EE practices. The identified design principles can promote evidence-informed discussion among teachers, curriculum designers, policy-makers, scholars, and others regarding the design, implementation, and investigation of wide EE programs.

Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not availabl

Competence-based education (CBE) is an educational innovation that has entered many countries all over the world during the last 20 years. Also Indonesian Vocational Education and Training started to implement CBE from 2004 onwards. Theory and research in the field of CBE in vocational education have advanced enormously during the last decades, although empirical research on CBE lags far behind. CBE research and practice is criticised for the lack of evidence on the effectiveness of CBE for actually stimulating student motivation and competence development or decreasing dropout; for the diminishing attention to knowledge development in CBE practice, and the cross-sectional nature of much CBE research. This thesis discusses the validation of competence-based education framework, the effectiveness of competence-based vocational education, and teacher behaviour for student competence development.This thesis starts with an investigation of the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework (Sturing et al. 2011; Wesselink et al. 2007) developed in a Western context exist in Indonesian policy documents and school practices. This study reviews educational policy documents and collects cross-sectional survey data from 41 school principals, 453 teachers, and 2219 students from 41 agricultural vocational schools in five provinces of Java, Indonesia. Results showed that the ten CCBE principles listed in the framework exist to large extent in Indonesian policy documents. School principals, teachers, and students noticed the realisation of CCBE principles in the study programme to differing degrees, except for the principle of flexibility that was largely absent in the eyes of all stakeholders. The level of CBE implementation varied, from the level of starting competence-based to that of largely competence-based education. This st

Presenting is considered as a core competence of the higher educated professional. However, it remains questionable how effective learning environments fostering presentation competence should be constructed. This thesis focuses on formulating evidence-based educational design principles. Further, research questions explore effective feedback processes within the context of realistic presentation skills courses. These studies verifies the potential impact of feedback sources, such as teachers, peers and the self, on developing students’ oral presentation competence. Besides studying the quality of differing feedback sources, Virtual Reality is studied as an alternative feedback mode encouraging students’ cognition, skills and attitudes towards presenting. The constructed VR-tool, based on the principles of this thesis, is already implemented in secondary education, higher education and the corporate sector.

The regional learning environment (RLE) embeds planning student learning in a real-world participatory planning process. This study investigates the effectiveness of the RLE and its “boundary crossing” design characteristics with respect to student learning. The quasi-experimental study combines a quantitative competence test (N = 225) with qualitative student and teacher learning reports. The RLE, in general, stimulates planning students’ learning. “Working in multidisciplinary student groups” and “high coaching intensity” have specific added value for learning. “Intense student–stakeholder collaboration” does not significantly improve learning; however, qualitative data indicate this to be a powerful boundary crossing design principle of the RLE.