Browsing Han Publications without organization data by Author "Sluijsmans, Dominique"

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Goed beslissen over beroepsbekwaamheid in het hbo
Sluijsmans, Dominique ; Dijkstra, Pieter ; Sasja, Sporken ; Vonk, F. ; Andriessen, Daan
2014, Article / Letter to editor (Onderwijsinnovatie, vol. 2014, iss. 3, (2014), pp. 17-26)Het borgen van het eindniveau is in het hbo een actueel en interessant vraagstuk. Wanneer opleidingen kunnen aantonen hoe studenten dit eindniveau binnen hun opleiding behalen, geeft dit het hbo-diploma waarde en biedt dit diploma de student een geode start van een mooie loopbaan.
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
Merriënboer, J.J.G. van ; Zundert, Marjo van ; Sluijsmans, Dominique ; Könings, K.
2012, Article / Letter to editor (Educational Studies, vol. 38, iss. 5, (2012), pp. 541-557)Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0?years; 45.2% male) with the between-subjects factor instruction (stepwise, combined). In the stepwise condition, study tasks in Phase 1 were domain-specific and study tasks in Phase 2 had both domain-specific and peer assessment components. In the combined condition, these two components were present in all tasks in both phases. Final performance (i.e. speed and accuracy in domain-specific skills and peer assessment skills) showed no significant differences, but performance improved more from Phase 1 to Phase 2 in the stepwise condition than in the combined condition. The results suggest that, with complex study tasks, it might be beneficial to teach domain-specific skills before peer assessment skills.
The differential effects of task complexity on domain-specific and peer assessment skills
Könings, K. ; Sluijsmans, Dominique ; Zundert, Marjo van ; Merriënboer, J.J.G. van
2012, Article / Letter to editor (Educational Psychology (Abingdon, Oxfordshire), vol. 32, iss. 1, (2012), pp. 127-146)In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.
Betrokken beoordelen : Duurzaam beoordelen in vraaggestuurd leren
Sluijsmans, Dominique
2011, Book (monograph) Intreerede, in verkorte vorm uitgesproken bij de aanvaarding van het ambt van lector ‘Duurzaam beoordelen in vraaggestuurd leren’ aan de Faculteit Educatie van de Hogeschool van Arnhem en Nijmegen op 6 juni 2008
Wanneer heeft iemand iets geleerd?
Sluijsmans, Dominique ; Joosten-ten Brinke, Desirée
2011, Article / Letter to editor (M. Lunenberg en J. Dengerink (Eds), Kennisbasis lerarenopleiders, vol. 2011, iss. 32, (2011))Eén van de meest complexe uitdagingen waarvoor leraren en lerarenopleiders in hun onderwijspraktijk staan is de vraag wanneer leerlingen c.q. studenten daadwerkelijk hebben geleerd. Om te kunnen vaststellen wanneer iemand heeft geleerd, is kennis over beoordelingsprocessen en aanpalende leertheorieën essentieel. Deze kennis kan het beste beschreven worden aan de hand van de volgende vijf vragen: 1) Waarom wordt beoordeeld? 2) Wat wordt beoordeeld? 3) Hoe wordt beoordeeld? 4) Wie beoordeelt? en 5) Wanneer wordt beoordeeld? Alvorens de vijf vragen worden beantwoord, zal het begrip beoordelen beknopt worden gedefinieerd en geplaatst in een historische context.
Leerkrachtfeedback als motor voor zelfregulerend leren
Ven, A.W. van de ; Weijzen, S. ; Sluijsmans, Dominique ; Castelijns, J.
2011, Part of book or chapter of book ()Leerlingen gaan naar school om zich te ontwikkelen en bepaalde leerdoelen te halen. Een kerntaak van het onderwijs is leerlingen hierbij te helpen. Leraren spelen hierin een belangrijke rol: zij stimuleren, begeleiden en sturen het leerproces waar nodig bij. Het (tussentijds) beoordelen van het leren is hierbij essentieel. Dit boek gaat ervan uit dat dit niet alleen de taak is van de leraar, maar ook van de leerlingen zelf. Door zelfreflectie, feedback van de leraar en evaluatie door medeleerlingen worden zij zich meer bewust van hun eigen leerproces en krijgen zij aanwijzingen voor het zetten van de volgende stap op weg naar het bereiken van hun leerdoel. Evalueren om te Leren biedt (aankomende) leraren theoretische achtergronden, praktijkvoorbeelden, handvatten en praktische instrumenten om leerlingen te helpen in hun ontwikkeling. De benadering van evaluatie, die ‘Evalueren om te Leren’ wordt genoemd, staat centraal in dit boek. De actieve rol van leerlingen hierin wordt sterk benadrukt.
Effective peer assessment processes: : Research findings and future directions
Merriënboer, J.J.G. van ; Sluijsmans, Dominique ; Zundert, Marjo van
2010, Article / Letter to editor (Learning and Instruction, vol. 20, iss. 4, (2010), pp. 270-279)Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PAs psychometric qualities are improved by the training and experience of peer assessors; (b) the development of domain-specific skills benefits from PA-based revision; (c) the development of PA skills benefits from training and is related to students thinking style and academic achievement, and (d) student attitudes towards PA are positively influenced by training and experience. We conclude with recommendations for future research.
Flexible use of peer-assessment formats in computer supported environments
Watering, G. van de ; Strijbos, J. W. ; Sluijsmans, Dominique
2010, Part of book or chapter of book (, pp. 139-160)In todays society, the quantity of information available to learners is so vast that new strategies of information processing and exchange must be continually developed and improved. E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments explores the construction of beneficial e-collaborative knowledge environments from four vital perspectives: educational, psychological, organizational, and technical. It offers several scenarios where the implementation of e-collaborative knowledge construction is necessary and then not only presents methods for facilitating e-collaborative knowledge construction, but also provides methods for assessing its results. This exciting new publication is a must-have for academics, researchers, and professionals who dare to discover new innovations!
Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains
Gog, Tamara van ; Joosten-ten Brinke, Desirée ; Prins, F. J. ; Sluijsmans, Dominique
2010, Article / Letter to editor (Educational Technology Research and Development, vol. 58, iss. 3, (2010), pp. 311-324)This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on professional situations. For each professional situation, three levels of situational complexity are defined, and within each of these three levels, tasks are offered that differ in the degree of support offered to the learner. This environment can support (beginning) professionals in complex domains in gaining insight into the available repertoire of behavior in professional situations, as well as into the quality and effectiveness of that behavior (assessment criteria), while simultaneously helping them to develop insight into the standards that their own behavior should (eventually) match.
Ik spiek, jij spiekt, wij spieken
Sluijsmans, Dominique ; Molkenboer, Harry
2010, Article / Letter to editor (Examens. Tijdschrift voor de Toetspraktijk, vol. 8, iss. 2, (2010), pp. 5-8)In de zomer van 2010 bracht de HEMA een site in de lucht waarop spiektips konden worden geplaatst. De site kreeg veel aandacht in de media en leidde tot ophef. Docenten werden door de Onderwijsraad opgeroepen kennis te nemen van alle spiektips. Moet spieken als fraude worden gezien of als iets onschuldigs? Want wie heeft nog nooit gespiekt? En welke gevolgen heeft spieken?
Unravelling peer assessment: Methodological, functional, and conceptual developments
Sluijsmans, Dominique ; Strijbos, J. W.
2010, Article / Letter to editor (Learning and Instruction, vol. 20, iss. 4, (2010), pp. 265-269)Peer assessment is an educational arrangement where students judge a peers performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers and teachers ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in peer assessment research. This implies sound (quasi-)experimental studies, the definition of specific peer assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research.
Assessors' approaches to portfolio assessment in Assessment of Prior Learning procedures
Jochems, W. ; Joosten-ten Brinke, Desirée ; Sluijsmans, Dominique
2009, Article / Letter to editor (Assessment and Evaluation in Higher Education, vol. 35, iss. 1, (2009), pp. 55-70)In an effort to gain better understanding of the assessment of prior informal and non-formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision-making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision-making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment.
Beoordelen in het teken van een leven lang leren [Assessment for life long learning]
Sluijsmans, Dominique
2009, Article / Letter to editor (Tijdschrift voor Hoger Onderwijs, iss. 1, (2009), pp. 29-39)Door de opkomst van competentiegericht leren is het thema beoordelen sinds enkele jaren nadrukkelijker op de innovatieagenda gezet. Gezien de sturende kracht die beoordelen heeft op het studeergedrag van studenten, hebben opleidingen leren en beoordelen dichter bij elkaar gebracht. Dit heeft geresulteerd in een generieke toepassing van portfolios en andere proeven van bekwaamheid, met het doel studenten actief te betrekken bij het aantonen van hun competentieontwikkeling. De implementatie van deze nieuwe benadering van beoordelen verloopt echter niet zonder slag of stoot. Wanneer we kijken naar de dagelijkse onderwijspraktijk, is nog niet echt sprake van een volledige integratie van leren en beoordelen. Sterker nog, studenten zien toch nog steeds beoordelen – zelfs het portfolio – als het sluitstuk van onderwijs, in plaats van een rijke bron voor verder leren. Als gevolg van de redenering De voldoende is binnen, dus het leren is klaar is het beklijven van kennis en kunde op lange termijn een illusie. In dit artikel betoog ik dat het roer om moet als het gaat om de functie van beoordelen. Ik introduceer duurzaam beoordelen als dé wijze van beoordelen die past bij leren voor de toekomst. Een goed ontwerp van beoordelen, een heldere communicatie over beoordelen en een zelfsturende rol van de student in beoordelen zie ik daarbij als de drie belangrijkste speerpunten. Met deze bijdrage hoop ik bij opleidingen een herbezinning op het waarom van beoordelen te stimuleren.
Effects of a competency-oriented learning environment and teacher training on reflection skills of nursing students
Sluijsmans, Dominique ; Jochems, W. ; Smits, M.
2009, Article / Letter to editor (Assessment and Evaluation in Higher Education, vol. 34, iss. 5, (2009), pp. 491-498)This study investigates the effects of a competency-oriented course and the effects of feedback training on students’ reflection skills. Thirty-one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency-oriented course, which included more performance-oriented tasks based on competencies and a performance-based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non-trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency-oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non-trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency-oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered.
Hoe nuttig is beoordelen voor de ontwikkeling van de leerling?
Sluijsmans, Dominique
2009, Article / Letter to editor (Mensen-Kinderen, vol. 2009, iss. september, (2009))Dominique Sluijsmans gaat in op de verhouding tussen de uniciteit van een kind en beoordeling van vorderingen met behulp van toetsen. Staan die noodzakelijk met elkaar op gespannen voet?
Quality of assessment of prior learning in university programmes : Perceptions of candidates, tutors and assessors
Joosten-ten Brinke, Desirée ; Jochems, W. ; Sluijsmans, Dominique
2009, Article / Letter to editor (Studies in Continuing Education, vol. 31, iss. 1, (2009), pp. 61-76)Formal diplomas and certificates have been accepted as proof that students may receive exemption for parts of their educational programme. Nowadays, though, it is socially desirable that informal and non-formal learning experiences are also recognised. Assessment of prior learning (APL) addresses this issue. In APL, the candidates knowledge, skills or competences required in informal and non-formal learning are measured against a standard to determine whether they match the learning objectives. Although APL is frequently used in workplaces and vocational education, it is practised less in universities, and research is lacking in this context. This study aims to evaluate the first APL procedure in an academic computer science programme, and an adjusted APL procedure in an educational science masters programme. This is done from the perspective of the APL candidates, tutors and assessors, using the theoretical framework by Baartman et al. (2006). The computer science participants comprised 23 candidates from a police software company, four tutors and four assessors. From educational science, nine candidates, two tutors and two assessors participated. The results show that the APL procedure in educational science is viewed significantly more positively than that in computer science; further, the computer science assessors differ considerably from the other participants in their perceptions relating to the quality criterion ‘cognitive complexity’. Explanations for the difference between the two programmes are discussed in this article and assessor and tutor training highly recommended.
Toward a synthesis between cognitive load theory and self-directed learning
Sluijsmans, Dominique ; Merriënboer, J.J.G. van
2009, Article / Letter to editor (Educational Psychology Review, vol. 21, iss. 1, (2009), pp. 55-66)This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design provide a solid basis for a research program on self-directed learning.

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