Harold G J Bok

Biographic Data

ID6767898
NAMEHarold G J Bok
GIVEN NAMESHarold G J
FAMILY NAMEBok
SIGNATUREBOK H G J
AFFILIATIONSUtrecht University
ORCID0000-0002-6435-0240
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS3
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2015
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…

  • Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice

    Dario Torre, Neil E Rice et al.ARTICLEMedical Teacher2021

    INTRODUCTION: Programmatic assessment is a longitudinal, developmental approach that fosters and harnesses the learning function of assessment. Yet the implementation, a critical step to translate theory into practice, can be challenging. As part of the Ottawa 2020 consensus statement on programmatic assessment, we sought to provide descriptions of the implementation of the 12 principles of programmatic assessment and to gain insight into enabler…

  • 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…

  • Strange Bedfellows

    Open AccessAllison Brown, Kent G Hecker et al.ARTICLEJournal of Mixed Methods Research2020Cited by: 3References: 12

    Realist inquiry, based on the philosophy of critical realism, focuses on exploring the underlying mechanisms that drive social phenomena. Structural equation modeling is a collection of quantitative analytical methods that take a theory-based, confirmatory approach to examining statistical relationships between measured (observable) and underlying (latent) variables. Despite originating from different scientific traditions, the apparent similarit…

  • Curriculum development for the workplace using Entrustable Professional Activities (EPAs)

    Olle ten Cate, H Carrie Chen et al.ARTICLEMedical Teacher2015

    This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical application to curriculum construction, assessment and educational technology. The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, …