Dominique Sluijsmans
Dados Biográficos
| ID | 8901877 |
|---|---|
| NOME | Dominique Sluijsmans |
| PRENOMES | Dominique |
| SOBRENOME | Sluijsmans |
| ASSINATURA | SLUIJSMANS D |
| AFILIAÇÕES | Open University of the Netherlands |
| ORCID | 0000-0001-8888-0329 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Co-creation of a fit-for-purpose Feedback Toolkit for clinical clerkships
BACKGROUND: Feedback is a powerful educational intervention in clinical education, yet its effectiveness depends on how it is integrated into teaching and learning activities. Previous studies have shown that productive feedback in clinical education relies on sociocultural factors such as a supportive feedback culture, trustworthy relationships, and student agency. Co-creation is a promising approach for designing educational interventions that …
Putting self‐regulated learning in context
Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self‐regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always need competent individuals who are able to regulate their own learning, developments in healthcare require a shift from a focus on the individual to the …
Quality assurance in assessment
Towards an integrated model for developing sustainable assessment skills
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integr…
Effective peer assessment processes
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…
The effects of a competency‐oriented learning environment and tutor feedback on students’ reflection skills
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 …
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…
A conceptual framework for integrating peer assessment in teacher education
Formative peer assessment in a CSCL environment
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct res…
The training of peer assessment skills to promote the development of reflection skills in teacher education
Peer Assessment Training in Teacher Education
The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that wer…
Peer assessment in problem based learning
The use of self-, peer and co-assessment in higher education
participativo y reflexivo para la mejora continua en
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…
The use of self-, peer and co-assessment in higher education
participativo y reflexivo para la mejora continua en
Peer assessment in problem based learning
The training of peer assessment skills to promote the development of reflection skills in teacher education
Peer Assessment Training in Teacher Education
The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that wer…
Formative peer assessment in a CSCL environment
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct res…
A conceptual framework for integrating peer assessment in teacher education
The effects of a competency‐oriented learning environment and tutor feedback on students’ reflection skills
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 …
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…
Effective peer assessment processes
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…
Towards an integrated model for developing sustainable assessment skills
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integr…
Quality assurance in assessment
Putting self‐regulated learning in context
Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self‐regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always need competent individuals who are able to regulate their own learning, developments in healthcare require a shift from a focus on the individual to the …
Co-creation of a fit-for-purpose Feedback Toolkit for clinical clerkships
BACKGROUND: Feedback is a powerful educational intervention in clinical education, yet its effectiveness depends on how it is integrated into teaching and learning activities. Previous studies have shown that productive feedback in clinical education relies on sociocultural factors such as a supportive feedback culture, trustworthy relationships, and student agency. Co-creation is a promising approach for designing educational interventions that …
Psychology (13 obras) · Mathematics education (11 obras) · Computer Science (10 obras) · Student Assessment and Feedback (9 obras) · Pedagogy (8 obras) · Higher Education Learning Practices (7 obras) · Medical education (7 obras) · Medicine (7 obras) · Peer Assessment (7 obras) · Political science (5 obras)