荷兰应用科学大学基于学习成果的评估:对商科讲师的看法

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Quality in Higher Education Pub Date : 2022-04-11 DOI:10.1080/13538322.2022.2051300

A. Rauf, Kriszta Rostás, John S. Canning

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引用次数: 0

摘要

大约十年前，荷兰一些应用科学大学(UAS)的质量和标准受到了关注。作为回应，HBO的一份报告概述了一系列提高无人机系统评估实践质量的措施。本研究提供了讲师对无人机系统评估的看法的最新分析，以探索这些建议如何融入无人机系统的评估文化。这项定性研究有19名参与者在10个不同的UAS任教，有力地证明了教师在基于结果的评估方面存在知识差距。

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Learning-outcomes-based assessments at universities of applied sciences in the Netherlands: perceptions of business lecturers

Abstract About ten years ago, concerns were expressed about quality and standards in some universities of applied sciences (UAS) in the Netherlands. In response, a HBO report outlined a series of measures to improve the quality of assessment practices in UAS. This study provides recent analysis of lecturer perceptions of assessments of UAS with a view to exploring how these recommendations have become embedded in the assessment cultures of UAS. The qualitative study with 19 participants teaching at ten different UAS, reveals strong evidence of a staff knowledge gap around outcomes-based assessment.

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.