Cees P M Van Der Vleuten

Biographic Data

ID1500719
NAMECees P M Van Der Vleuten
GIVEN NAMESCees P M
FAMILY NAMEVan Der Vleuten
SIGNATUREVAN DER VLEUTEN C P M
AFFILIATIONSMaastricht University
VERIFIEDNo
TOTAL WORKS18
TOTAL CITATIONS4
WORKS AS AUTHOR18
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2004
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Students’ perceptions of the assessment programme’s impact on self-regulated learning

    Open AccessLonneke H Schellekens, Marieke van der Schaaf et al.ARTICLEAssessment & Evaluation in Higher…2024

    It is assumed that a programmatic approach to assessment supports students’ self-regulated learning (SRL). This study investigated students’ perceptions of this assumed support. Using a multiple-case study design, this study examined students’ perceptions in two distinct study programmes. In each case, first-year students were enrolled in an assessment programme that was designed in accordance with the principles of programmatic assessment, which…

  • Between theory and practice

    Open AccessLonneke H Schellekens, Wim D J Kremer et al.ARTICLEFrontiers in Education2023

    Introduction The shift toward an assessment for learning culture includes assessment quality criteria that emphasise the learning process, such as transparency and learning impact, in addition to the traditional validity and reliability criteria. In practice, the quality of the assessment depends on how the criteria are interpreted and applied. We explored how educators perceive and achieve assessment quality, as well as how they perceive assessm…

  • A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

    Open AccessLonneke H Schellekens, Harold G J Bok et al.ARTICLEStudies In Educational Evaluation2021

    Associations between assessment and learning are widely studied and often organized around the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Although these notions are appealing in theory, the notions are unclear constructs to comprehend, as both their definitions and their practice are used inconsistently in educational research. We present a synthesis of common characteristics among th…

  • Closing the patient experience chasm

    Open AccessAlina Smirnova, Kiki M J M H Lombarts et al.ARTICLEHealth Expectations2017

    BACKGROUND: Evaluation of patients' health care experiences is central to measuring patient-centred care. However, different instruments tend to be used at the hospital or departmental level but rarely both, leading to a lack of standardization of patient experience measures. OBJECTIVE: To validate the Consumer Quality Index (CQI) Inpatient Hospital Care for use on both department and hospital levels. DESIGN: Using cross-sectional observational d…

  • Medical Education

    Open AccessFred Stevens, Fred C J Stevens et al.CHAPTERInternational Encyclopedia of the…2015

  • Effects of pairs of problems and examples on task performance and different types of cognitive load

    Jimmie Leppink, Fred Paas et al.ARTICLELearning and Instruction2014

  • Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

    Janneke M Frambach, Erik W Driessen et al.ARTICLEStudies in Higher Education2014

    A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural backgrounds are expressed in discussions and shape students' discussion behaviors and skills. A comparative c…

  • Development of an instrument for measuring different types of cognitive load

    Open AccessJimmie Leppink, Fred Paas et al.ARTICLEBehavior Research Methods2013

  • Self-assessment and students’ study strategies in a community of clinical practice

    Open AccessHananM Al-Kadri, Mohamed Al-Moamary et al.ARTICLEMedical Education Online2012

    This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students' self-assessment is needed

  • Programmatic assessment

    Lambert Schuwirth, Lambert W T Schuwirth et al.ARTICLEMedical Teacher2011

    In assessment a considerable shift in thinking has occurred from assessment of learning to assessment for learning. This has important implications for the conceptual framework from which to approach the issue of assessment, but also with respect to the research agenda. The main conceptual changes pertain to programmes of assessment. This has led to a broadened perspective on the types of construct assessment tries to capture, the way information…

  • Determining the Quality of Competence Assessment Programs

    Open AccessLiesbeth Baartman, Liesbeth K J Baartman et al.ARTICLEStudies In Educational Evaluation2007

  • The wheel of competency assessment

    Open AccessLiesbeth Baartman, Liesbeth K J Baartman et al.ARTICLEStudies In Educational Evaluation2006

  • A Description of a Validated Effective Teacher-Training Workshop for Medical Residents

    Open AccessJamiu O Busari, Albert W Scherpbier et al.ARTICLEMedical Education Online2006

    This workshop was developed based on careful analysis of medical residents' perceived educational needs and systematically implemented and evaluated. The results show that it is a suitable and effective educational intervention

  • Teachers’ opinions on quality criteria for Competency Assessment Programs

    Open AccessLiesbeth Baartman, Liesbeth K J Baartman et al.ARTICLETeaching and Teacher Education2006Cited by: 1References: 7

  • Assessing professional competence

    Open AccessCees P M Van Der Vleuten, Cees Van Der Vleuten et al.ARTICLEMedical Education2005

    Introduction We use a utility model to illustrate that, firstly, selecting an assessment method involves context‐dependent compromises, and secondly, that assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects. In the model, assessment characteristics are differently weighted depending on the purpose and context of the assessment. Empirical and theoretical developme…

  • Problem‐based learning

    Open AccessDiana H J M Dolmans, Diana Dolmans et al.ARTICLEMedical Education2005

    Context Problem‐based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐structured, and dysfunctional tutorial groups. Purpose The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectivel…

  • Quality issues in judging portfolios

    Dineke E H Tigelaar, Diana H J M Dolmans et al.ARTICLEStudies in Higher Education2005Cited by: 3References: 23

    This article addresses the choice of the most appropriate procedure for the assessment of portfolios used in teacher and lecturer assessment. A characteristic of modern assessment modes, including portfolios, is that the information they provide is often qualitative and derived from different contexts. Unambiguous, objective rating of portfolios is difficult to achieve, because the richness and uniqueness of the contents of the portfolio necessit…

  • Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype

    Open AccessDineke E H Tigelaar, Diana H J M Dolmans et al.ARTICLEStudies In Educational Evaluation2004