Desirée Joosten-ten Brinke
Biographic Data
| ID | 6619448 |
|---|---|
| NAME | Desirée Joosten-ten Brinke |
| GIVEN NAMES | Desirée Joosten-ten |
| FAMILY NAME | Brinke |
| SIGNATURE | TEN BRINKE D J |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0001-6161-7117 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Responsible generative AI in higher education
Generative AI (GenAI) tools offer opportunities to support higher education students in adopting effective learning strategies, an area where guidance is lacking. Although evidence-based strategies such as retrieval practice and distributed practice enhance long-term learning, students frequently rely on less effective approaches due to limited instruction. GenAI could provide personalised, just-in-time support, but concerns about accuracy, trust…
Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning
INTRODUCTION: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic moti…
Chatbots in education
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Exploring the multimedia effect in testing
Educational tests often combine text and images in items. Research shows that including images in test items can influence response accuracy, termed the Multimedia Effect in Testing. This effect suggests that using pictures in tests can enhance student performance and reduce the perception of item difficulty. As such, the Multimedia Effect in Testing could influence test validity. However, research in this area has produced varied and conflicting…
Enhancing teachers’ instruction on how to study
Teachers’ instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation be…
Assessment of communication skills in health professions education; Ottawa 2024 consensus statement
Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealt…
Supporting Teachers in Improving Formative Decision-Making
Formative assessment is considered as one of the most effective interventions to support teacher decision-making and improve education and student learning. However, formative assessment does not always meet these expectations. In order to be effective, formative assessment activities should be consciously and coherently planned aligned with other aspects of the curriculum and the decisions teachers wish to make based on these activities. While t…
Sustainability of Developed Self-Regulation by Means of Formative Assessment Among Young Adolescents
The present study examined the long-term impact of a formative assessment intervention in primary education on the development of students’ levels of self-regulation, motivation, and self-efficacy after their transition to secondary education. Participants in the study included 695 Dutch sixth graders from 17 schools. A longitudinal design with measurements on three time points was adopted. The first part of the study, consisting of a pretest, th…
Students’ perceptions of assessment quality related to their learning approaches and learning outcomes
Assessment quality in tertiary education
Effects of formative assessments to develop self-regulation among sixth grade students
Sustainable Feedback
Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how the…
Understanding personal learning networks
Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigatio…
Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures
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 discu…
Self‐assessment in university assessment of prior learning procedures
Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering unive…
Self‐assessment in university assessment of prior learning procedures
Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering unive…
Self‐assessment in university assessment of prior learning procedures
Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering unive…
Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures
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 discu…
Understanding personal learning networks
Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigatio…
Effects of formative assessments to develop self-regulation among sixth grade students
Sustainable Feedback
Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how the…
Assessment quality in tertiary education
Students’ perceptions of assessment quality related to their learning approaches and learning outcomes
Sustainability of Developed Self-Regulation by Means of Formative Assessment Among Young Adolescents
The present study examined the long-term impact of a formative assessment intervention in primary education on the development of students’ levels of self-regulation, motivation, and self-efficacy after their transition to secondary education. Participants in the study included 695 Dutch sixth graders from 17 schools. A longitudinal design with measurements on three time points was adopted. The first part of the study, consisting of a pretest, th…
Supporting Teachers in Improving Formative Decision-Making
Formative assessment is considered as one of the most effective interventions to support teacher decision-making and improve education and student learning. However, formative assessment does not always meet these expectations. In order to be effective, formative assessment activities should be consciously and coherently planned aligned with other aspects of the curriculum and the decisions teachers wish to make based on these activities. While t…
Exploring the multimedia effect in testing
Educational tests often combine text and images in items. Research shows that including images in test items can influence response accuracy, termed the Multimedia Effect in Testing. This effect suggests that using pictures in tests can enhance student performance and reduce the perception of item difficulty. As such, the Multimedia Effect in Testing could influence test validity. However, research in this area has produced varied and conflicting…
Enhancing teachers’ instruction on how to study
Teachers’ instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation be…
Assessment of communication skills in health professions education; Ottawa 2024 consensus statement
Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealt…
Chatbots in education
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Responsible generative AI in higher education
Generative AI (GenAI) tools offer opportunities to support higher education students in adopting effective learning strategies, an area where guidance is lacking. Although evidence-based strategies such as retrieval practice and distributed practice enhance long-term learning, students frequently rely on less effective approaches due to limited instruction. GenAI could provide personalised, just-in-time support, but concerns about accuracy, trust…
Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning
INTRODUCTION: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic moti…
Psychology (12 works) · Mathematics education (8 works) · Computer Science (7 works) · Formative assessment (6 works) · Pedagogy (6 works) · Student Assessment and Feedback (6 works) · Medical education (5 works) · Medicine (5 works) · Evaluation of Teaching Practices (4 works) · Innovative Teaching and Learning Methods (4 works)