Assessment
Jeroen van der Lindenにより
1. 3. Learning
1.1. Metacognition
1.2. Being transparant about criteria (Kirsten)
1.3. Support of learning (Christoph)
1.4. Feedback (Kirsten)
1.4.1. Aha erlebnis (Kirsten)
1.4.2. Proudness (Kirsten)
1.5. All the time (Rick)
2. Existing research
2.1. Monitoring before the Test - When is learning enough? Jeroen van der Linden
2.2. Assessing student teacher competence (Christoph)
2.3. Development of student teachers (Christoph)
3. 2. Vision
3.1. Curriculum
3.1.1. Constructive Alignment (Rick)
3.1.1.1. Juridical framework (Christoph)
3.1.1.2. Validity (Rick)
3.1.1.3. Measurement of personality traits (Christoph)
3.1.1.4. Criteria list and Rubricks (Kirsten)
3.1.1.5. Design and administration (Christoph)
3.1.1.6. Co- self- and peerassessment
3.1.1.7. Feedback (Rick)
3.1.1.8. Assessment is NOT a test (Rick)
3.1.1.9. Psychometrics (Christoph)
4. Student consequences and obligations
4.1. Bleegh (students) (Caroline)
4.2. Check (Anna)
4.3. Deadline (Caroline)
4.4. Student stress (Kirsten)
5. Obstacles
5.1. One minute shot (Kirsten)
5.2. Subjective (Jolanda)
5.3. Difficult (Jolanda)
5.4. Individual (Caroline))
6. Pending questions/interests
6.1. How to increase the output of learning (Anna)
6.2. Guidelines of a assessment
6.3. Vision
6.4. Assessment AS learning
6.5. Personalized assessment (Rick)
6.6. Students learn what you inspect, not what you expect (Jeroen)
6.7. How to organise assessments
7. Dislikes
7.1. Workload
7.1.1. Has to (Jolanda)
7.1.2. Bleghhh - Teacher (Caroline)
7.1.3. Writing (Caroline)
7.1.4. A lot of work (Caroline)
7.1.5. Takes Time! (Jolanda)
7.1.6. Organize it (Rick)
7.1.7. Teacher stress (Kirsten)
7.1.8. Grade them (Kirsten)
8. 4. Assessment quality
8.1. Content Validity
8.1.1. Assessment matrix
8.1.2. Arguments for choosing assessment vorm