Liesbeth Baartman
Biographic Data
| ID | 6508235 |
|---|---|
| NAME | Liesbeth Baartman |
| GIVEN NAMES | Liesbeth |
| FAMILY NAME | Baartman |
| SIGNATURE | BAARTMAN L |
| AFFILIATIONS | University of Applied Sciences Utrecht |
| ORCID | 0000-0002-3369-9992 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Illustrating Situated Manifestations of Assessment Literacy in Higher Professional Education
This study explores how teachers’ assessment literacy manifests within assessment practices in higher professional education. While assessment literacy is a multifaceted and dynamic construct, little is known about how it unfolds in practice. Showing how assessment literacy emerges and how its meaning is shaped within assessment-related situations provides nuanced insights for context-sensitive professional development. To gain these insights, te…
Unravelling workplace educators’ judgment processes when assessing students’ performance at the workplace
The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment process of workplace educators by seeing it as an interrelated system of judgments, actions and reas…
Students’ perceptions of the assessment programme’s impact on self-regulated learning
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…
Teachers’ conceptions of assessment literacy
Teachers’ assessment literacy affects the quality of assessments and is, therefore, an essential part of teachers’ competence. Recent studies define assessment literacy as a dynamic, contextual and social construct, situated in practice and mediated by teachers’ identity and conceptions of assessment. This study provides a further elaboration of assessment literacy by exploring teachers’ conceptions of assessment literacy from a sociocultural per…
Exploring students’ feedback seeking behavior in the context of programmatic assessment
In response to dissatisfaction with testing cultures in higher education, programmatic assessment has been introduced as an alternative approach. Programmatic assessment involves the longitudinal collection of data points about student learning, aimed at continuous monitoring and feedback. High-stakes decisions are based on a multitude of data points, involving aggregation, saturation and group-decision making. Evidence about the value of program…
Programmatic assessment design choices in nine programs in higher education
In programmatic assessment (PA), an arrangement of different assessment methods is deliberately designed across the entire curriculum, combined and planned to support both robust decision-making and student learning. In health sciences education, evidence about the merits and pitfalls of PA is emerging. Although there is consensus about the theoretical principles of PA, programs make diverse design choices based on these principles to implement P…
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Formative assessment has the potential to incite co-regulatory activities that foster student’s development of self-regulatory skills. Teacher often intend to use formative assessment to foster self-regulation. However, this requires purposeful interaction between students and teachers. To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory formative assessm…
Development and evaluation of a summative assessment program for senior teacher competence
Factors influencing assessment quality in higher vocational education
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in hig…
A model for programmatic assessment fit for purpose
We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data poi…
Exploring the role of assessment criteria during teachers’ collaborative judgement processes of students’ portfolios
Student portfolios are increasingly used for assessing student competences in higher education, but results about the construct validity of portfolio assessment are mixed. A prerequisite for construct validity is that the portfolio assessment is based on relevant portfolio content. Assessment criteria, are often used to enhance this condition. This study aims to identify whether assessment criteria can improve content, argumentation and communica…
Comparing students’ perceived and actual competence in higher vocational education
This article studies the relationship between students’ perceived competence – operationalised in self‐efficacy beliefs – and their competence as assessed by the educational institute. Contrary to previous studies, the current study focuses on competence instead of on isolated knowledge and skills. Students (N = 169) in four subsequent years of a social work bachelor programme filled out a questionnaire. Perceived competence appears to increase d…
Determining the Quality of Competence Assessment Programs
The wheel of competency assessment
Teachers’ opinions on quality criteria for Competency Assessment Programs
The wheel of competency assessment
Teachers’ opinions on quality criteria for Competency Assessment Programs
Determining the Quality of Competence Assessment Programs
Comparing students’ perceived and actual competence in higher vocational education
This article studies the relationship between students’ perceived competence – operationalised in self‐efficacy beliefs – and their competence as assessed by the educational institute. Contrary to previous studies, the current study focuses on competence instead of on isolated knowledge and skills. Students (N = 169) in four subsequent years of a social work bachelor programme filled out a questionnaire. Perceived competence appears to increase d…
A model for programmatic assessment fit for purpose
We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data poi…
Exploring the role of assessment criteria during teachers’ collaborative judgement processes of students’ portfolios
Student portfolios are increasingly used for assessing student competences in higher education, but results about the construct validity of portfolio assessment are mixed. A prerequisite for construct validity is that the portfolio assessment is based on relevant portfolio content. Assessment criteria, are often used to enhance this condition. This study aims to identify whether assessment criteria can improve content, argumentation and communica…
Factors influencing assessment quality in higher vocational education
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in hig…
Development and evaluation of a summative assessment program for senior teacher competence
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Formative assessment has the potential to incite co-regulatory activities that foster student’s development of self-regulatory skills. Teacher often intend to use formative assessment to foster self-regulation. However, this requires purposeful interaction between students and teachers. To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory formative assessm…
Programmatic assessment design choices in nine programs in higher education
In programmatic assessment (PA), an arrangement of different assessment methods is deliberately designed across the entire curriculum, combined and planned to support both robust decision-making and student learning. In health sciences education, evidence about the merits and pitfalls of PA is emerging. Although there is consensus about the theoretical principles of PA, programs make diverse design choices based on these principles to implement P…
Teachers’ conceptions of assessment literacy
Teachers’ assessment literacy affects the quality of assessments and is, therefore, an essential part of teachers’ competence. Recent studies define assessment literacy as a dynamic, contextual and social construct, situated in practice and mediated by teachers’ identity and conceptions of assessment. This study provides a further elaboration of assessment literacy by exploring teachers’ conceptions of assessment literacy from a sociocultural per…
Exploring students’ feedback seeking behavior in the context of programmatic assessment
In response to dissatisfaction with testing cultures in higher education, programmatic assessment has been introduced as an alternative approach. Programmatic assessment involves the longitudinal collection of data points about student learning, aimed at continuous monitoring and feedback. High-stakes decisions are based on a multitude of data points, involving aggregation, saturation and group-decision making. Evidence about the value of program…
Unravelling workplace educators’ judgment processes when assessing students’ performance at the workplace
The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment process of workplace educators by seeing it as an interrelated system of judgments, actions and reas…
Students’ perceptions of the assessment programme’s impact on self-regulated learning
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…
Illustrating Situated Manifestations of Assessment Literacy in Higher Professional Education
This study explores how teachers’ assessment literacy manifests within assessment practices in higher professional education. While assessment literacy is a multifaceted and dynamic construct, little is known about how it unfolds in practice. Showing how assessment literacy emerges and how its meaning is shaped within assessment-related situations provides nuanced insights for context-sensitive professional development. To gain these insights, te…
Psychology (14 works) · Mathematics education (13 works) · Student Assessment and Feedback (13 works) · Pedagogy (10 works) · Medical education (9 works) · Medicine (9 works) · Computer Science (7 works) · Engineering (7 works) · Social Psychology (6 works) · Evaluation methods (5 works)