17-T8 A collection of innovative developments in assessment, evaluation and examination

This course contains six interactive workshops of theme group 8 staff members (or expected to be staff members by the time of the course) offering participants a variety of insight into innovative research areas and concrete research projects in our theme group.

The topics discussed are:
· Learning analytics
· New approaches to assessment validity
· International accountability systems and their relations to school improvement
· The use of generalizability theory to build valid and reliable assessments
· Large scale assessments of competencies and dealing with assessment quality
· Review on actual teacher behavior in effective formative assessment

All guest teachers will first pay attention to their professional careers to give PhD students a broader picture of their future career options. Then, content-wise they will pay attention to (1) theoretical underpinnings; (2) conducted studies (including their methodologies); (3) results both in terms of research and future usage in either practice or research (4) interactive assignment in which participants work with the presented research/research product to either gain better understanding or see possibilities to use this in their own research.

PhD students can use this course to either broaden their knowledge and experience with Theme group 8 research and (practical) applications or to dig deeper into one of the six topics that is especially relevant for their own research, their own interest, or their own future plans. 

Judith Gulikers, Judith.gulikers@wur.nl (course coordinator)
Liesbeth Baartman, liesbeth.baartman@hu.nl (course coordinator)
Melanie Ehren, m.ehren@ioe.ac.uk
Saskia Wools, saskia.wools@cito.nl
Jetje de Groof, jetje.degroof@uantwerpen.be
Bert Slof, b.slof@uu.nl
Renske Bouwer, i.r.bouwer@uu.nl

After this course the Phd students
· Have gained knowledge of the diverse themes in innovative research conducted in the field of assessment, evaluation and examination
· Have experienced different kinds of practical tools or transferable insights that come out of these studies and how this can be used in their own research project, work or teaching.
· Have broadened their horizon with respect to future career opportunities in the area of assessment, evaluation and examination
· Have either gained more in-depth understanding of one of the topics in relation to their own research project, work or teaching or have built a conceptual network of how the different studies in this field are related, contradict or complement each other, or are in debate with each other (i.e. differentiated course assignment) 

Entry requirements: ICO introductory course providing a broad idea of the research fields in Theme group 8.

Two 2-day sessions, 9.30-16.00 
April 11: Zalencentrum Vredenburg Utrecht
Session 1:Monday-Tuesday April 10-11 2017:

  • Day 1: start up with differentiated assignment + one interactive guest workshop
  • Day 2: two interactive guest workshops

Session 2:Monday-Tuesday May 8-9 (Open University Utrecht)

  • Day 3: two interactive guest workshops
  • Day 4: one interactive workshop (of the two course coordinators) + final presentations of assignments

Differentiated assignment
The broad perspective: during the course the student works out a conceptual framework linking the six guest contributions. What theoretical underpinnings, concepts and assumptions do they use, what methodologies are used, how are they linked/contradictory/complementary etc? For the final presentation the student presents his/her developed conceptual framework (form to be chosen by the participant) resulting in at least three thought provoking positions for the group to discuss.

The conceptual framework is also discussed (in a form to be chosen by the participant) with one of the guest teachers. After the course the final conceptual framework (paper of about 3-4 pages), including a reflection on the discussed positions and the feedback from the peer group and guest teacher, is send to the course coordinators to finalise the course.

Assessment criteria:
· Use of (a proper selection of) provided literature
· Showing proper understanding of the six contributions and their theoretical underpinnings
· Development of thought provoking positions (clearly based on the developed conceptual framework)
· Facilitating the discussion of the positions during the final presentation meeting
· Critical reflection on the feedback of peer students and (guest) teacher

The deep perspective: a student chooses one of the six guest workshops to dig into more deeply. This means that the student searches for several additional resources to theoretically elaborate the topic discussed in the guest workshop in more depth, resulting in a number of well-grounded ideas for future research. Additionally, the student applies the gained theoretical insights to either his/her own research project or his/her teaching or other work-relevant activities and justifies this application.

The student discusses (in a form to be chosen by the participant) his/her theoretical elaboration and ideas for future research with one of the guest lecturers.

After the final meeting a paper shows the in-depth analysis, future research ideas and application (of 3-4 pages). Additionally, this final paper reflects on the feedback from peers and guest teacher.

Assessment criteria
· Use of provided literature + at least three additional articles
· a critical discussion and/or elaboration of the insights provided during the guest workshops using additional resources. This is both orally (during final presentation) and written (final assignment) presented in a clear, understandable way.
· presentation of at least two well-grounded ideas for future research Critical reflection on feedback from peers and (guest) teachers