Browsing Han Publications by Author "Sluijsmans, Dominique"

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Why peer assessment helps to improve clinical performance in undergraduate physical therapy education : A mixed methods design
Maas, M.J.M. ; Nijhuis-van der Sanden, M.W.G. ; Wees, Philip van der ; Sluijsmans, Dominique ; Vleuten, Cees van der ; Heerkens, Y.F.
2014, Article / Letter to editor (BMC Medical Education, vol. 14, iss. 117, (2014))Background: Peer Assessment (PA) in health professions education encourages students to develop a critical attitude towards their own and their peers’ performance. We designed a PA task to assess students' clinical skills (including reasoning, communication, physical examination and treatment skills) in a role-play that simulated physical therapy (PT) practice. Students alternately performed in the role of PT, assessor, and patient. Oral face-to-face feedback was provided as well as written feedback and scores.This study aims to explore the impact of PA on the improvement of clinical performance of undergraduate PT students. Methods: The PA task was analyzed and decomposed into task elements. A qualitative approach was used to explore students' perceptions of the task and the task elements. Semi-structured interviews with second year students were conducted to explore the perceived impact of these task elements on performance improvement. Students were asked to select the elements perceived valuable, to rank them from highest to lowest learning value, and to motivate their choices. Interviews were transcribed verbatim and analyzed, using a phenomenographical approach and following template analysis guidelines. A quantitative approach was used to describe the ranking results. Results: Quantitative analyses showed that the perceived impact on learning varied widely. Performing the clinical task in the PT role, was assigned to the first place (1), followed by receiving expert feedback (2), and observing peer performance (3). Receiving peer feedback was not perceived the most powerful task element. Qualitative analyses resulted in three emerging themes: pre-performance, true-performance, and post-performance triggers for improvement. Each theme contained three categories: learning activities, outcomes, and conditions for learning. Intended learning activities were reported, such as transferring prior learning to a new application context and unintended learning activities, such as modelling a peer’s performance. Outcomes related to increased self-confidence, insight in performance standards and awareness of improvement areas. Conditions for learning referred to the quality of peer feedback. Conclusions: PA may be a powerful tool to improve clinical performance, although peer feedback is not perceived the most powerful element. Peer assessors in undergraduate PT education use idiosyncratic strategies to assess their peers’ performance.
Naar dynamisch en gestructureerd vraaggestuurd leren met digitaal mindmappen : Effecten op motivatie, dieper leren en leerstofbeheersing
Vlokhoven, H.A. van ; Stokhof, H. ; Sluijsmans, Dominique ; Peters, M.J.
2012, External research report Mindmapping is een manier om relaties tussen begrippen grafisch zichtbaar te maken. De maker van een mindmap tekent vanuit een centraal begrip vertakkingen waarop sleutelbegrippen staan. Ondergeschikte begrippen krijgen een plaats op de subtakken. Kleuren accentueren de samenhang tussen de begrippen op takken. Afbeeldingen verhelderen de betekenis van de begrippen. Mindmaps kunnen op papier of op de computer worden gemaakt. In het laatste geval spreken we van digitaal mindmappen (DMM). De waarde van digitaal mindmappen voor leren en motivatie van leerlingen en leerkrachten is nog onbekend. Dit onderzoek is gericht op het vaststellen van deze waarde door te kiezen voor een onderzoeksopzet waarbij effecten van papieren mindmapping worden vergeleken met effecten van DMM binnen een vraaggestuurd leerarrangement. De verwachting is dat DMM door flexibiliteit in gebruik, positieve effecten heeft op leerlingen in termen van motivatie, dieper leren en leerstofbeheersing.
DYNAMIND: Naar dynamisch en gestructureerd vraaggestuurd leren met digitaal mindmappen
Stokhof, H. ; Sluijsmans, Dominique ; Vlokhoven, H.A. van
2011, Article in monograph or in proceedings ()Werken met papieren mindmaps lijkt echter nog onvoldoende uit te nodigen tot het herzien en herschikken van conceptuele verbanden (Stokhof, De Vries 2009). Mindmapping via meer dynamische tools lijkt dit meer mogelijk te maken. In dit quasi-experimentele exploratieve onderzoek worden twee vragen onderzocht: - Wat zijn de effecten van digitaal mindmapping op de intrinsieke motivatie, de leerstrategie en leerstofbeheersing van leerlingen in vergelijking met papieren conceptmapping? De hypothese is dat digitale mindmaps functionaliteiten bieden die de kennisconstructie van de leerlingen dynamischer maken (Tergan, 2005; Novak & Cañas 2008) wat leidt tot een hogere motivatie, efficiëntere leerstrategie en grotere leeropbrengst bij leerlingen; - Op welke wijze ondersteunt digitaal mindmapping de leerkracht bij zijn of haar handelingsbereidheid, implementatiecompetentie en ontwerpcompetentie? De hypothese is dat digitaal mindmapping leerkrachten sterker ondersteunt bij het ontwerpen, begeleiden en monitoren van vraaggestuurd leren dan papieren mindmapping.
Fostering interactivity through peer assessment in web-based collaborative learning environments
Sluijsmans, Dominique ; Ochoa, T. A. ; Strijbos, J. W. ; Segers, M. S. R. ; Tillema, F.
2009, Part of book or chapter of book (, pp. 375-395)Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode of assessment that perfectly fits the purpose of collaborative learning. As such, the authors purposefully depart from the more traditional application of assessment as a summative tool and advocate the consideration of formative peer assessment in collaborative learning. This shift towards formative assessment they believe has the potential to enhance learning. Their goal in this chapter is to review both shortcomings of current peer assessment practice as well as its potential for collaborative learning. Interactivity is central to foster the alignment between assessment and collaborative learning and the authors present a set of guidelines derived from research for increasing interactivity through formative peer assessment among peers in collaborative learning contexts.

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