Suzanne Schut
Biographic Data
| ID | 9598624 |
|---|---|
| NAME | Suzanne Schut |
| GIVEN NAMES | Suzanne |
| FAMILY NAME | Schut |
| SIGNATURE | SCHUT S |
| AFFILIATIONS | Department of Educational Development and Research Faculty of Health, Medicine and Life Sciences School of Health Professions Education Maastricht University Maastricht the Netherlands |
| ORCID | 0000-0002-8298-399X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Implementation of Programmatic Assessment
In the past few decades, health professions education programmes around the world have embraced the competency-based paradigm to guide the education and assessment of future healthcare workers [...]
Meaningful mapping of remediation in longitudinal and developmental assessment models
Heeneman, Schut reflect on how insights from developmental models can be used to advance assessment practices, support personalized remediation strategies
Between trust and control
Stakes in the eye of the beholder
OBJECTIVES: Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. In this study, we explored how learners perceive assessment stakes within programmatic assessment and which factors influence thes…
No prominent works on this page.
Stakes in the eye of the beholder
OBJECTIVES: Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. In this study, we explored how learners perceive assessment stakes within programmatic assessment and which factors influence thes…
Meaningful mapping of remediation in longitudinal and developmental assessment models
Heeneman, Schut reflect on how insights from developmental models can be used to advance assessment practices, support personalized remediation strategies
Between trust and control
Implementation of Programmatic Assessment
In the past few decades, health professions education programmes around the world have embraced the competency-based paradigm to guide the education and assessment of future healthcare workers [...]
Innovations in Medical Education (4 works) · Computer Science (3 works) · Psychology (3 works) · Grounded theory (2 works) · Medical education (2 works) · Medical Education and Admissions (2 works) · Medicine (2 works) · Pedagogy (2 works) · Qualitative research (2 works) · Student Assessment and Feedback (2 works)