Lonneke H Schellekens
Biographic Data
| ID | 8902827 |
|---|---|
| NAME | Lonneke H Schellekens |
| GIVEN NAMES | Lonneke H |
| FAMILY NAME | Schellekens |
| SIGNATURE | SCHELLEKENS L H |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-2535-2331 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
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…
Between theory and practice
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)
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…
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A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)
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…
Between theory and practice
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…
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…
Assessment for learning (3 works) · Formative assessment (3 works) · Mathematics education (3 works) · Psychology (3 works) · Reflective Practices in Education (3 works) · Student Assessment and Feedback (3 works) · Computer Science (2 works) · Medical education (2 works) · Medicine (2 works) · Perception (2 works)