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Gulikers, J., de Vos, M., Baartman, L., & Hofman, I. (2024, april). Lerend kwalificeren = Leren + beslissen. Onderzoeksrapport MBO-Raad, Woerden, The Netherlands. https://onderwijsenexaminering.nl/lerend-kwalificeren/onderzoek-en-voorbeelden

Toolkit Formatief Toetsen. in: M. Leenknecht, S. Kooij, M. Köhlen, E. Roskam-Pelgrim, & A. Potters (Eds). Jubileumboek Platform Leren van Toetsen, 30-36. Te vinden op: https://lerenvantoetsen.nl/leren-van-toetsen-in-het-hoger-onderwijs, Als je weet wat een docent doet in de klas wanneer formatief toetsen wordt ingezet, dan weet je ook hoe je docenten die dit nog niet doen kunt ondersteunen ook formatief toetsen op te pakken. Dat is precies wat we dachten toen we in 2017 onze reviewsstudie naar formatief toetsen hadden afgerond. Daarin beschrijven we wat een docent doet in de formatieve toetscyclus. Samen met drie hogescholen vanuit Platform Leren van toetsen en met subsidie van Nationaal Regieorgaan Onderwijsonderzoek (NRO), hebben we dit verder uitgewerkt in praktische werkvormen en reflectie-instrumenten in Toolkit Formatief toetsen. De toolkit is na de lancering in 2018 goed gevonden en werd sindsdien al meerdere keren aangevuld.

By applying formative assessment in the classroom, many teachers want to stimulate students to self-regulate their learning. Co-regulation in formative assessment can stimulate students’ self-regulated learning. However, teachers could apply formative assessment to create co-regulation in the classroom in different ways. This study investigates two research questions: (1) How much teacher and student formative assessment behaviour is planned or unplanned and implemented in the classroom, when formative assessment is implemented to stimulate students’ self-regulated learning? and (2) What do these teacher and student formative assessment behaviours that create co-regulation of learning look like? The formative assessment cycle was used as a framework to describe the formative assessment process in five phases: (1) Clarifying expectations, (2) Eliciting student responses, (3) Analysing and interpreting responses, (4) Communicating about responses and (5) Taking follow-up actions: adapting teaching and learning. Fourteen teachers planned and implemented formative assessment that created co-regulated learning to stimulate students’ self-regulated learning. Teachers’ analysed lesson plans, audio reflections and colleague observations showed that teachers and students used more formative assessment during the lesson than that was planned beforehand. In most of the formative assessment practices, students were stimulated by their teachers to actively engage in, and take responsibility for, formative assessment practice. This resulted in students showing formative assessment behaviour that included self-regulated learning. The results of this study can help teachers and researchers to better recognise and implement formative assessment that creates co-regulated learning to stimulate student self-regulated learning.

Climate services aim to provide climate information to aid decision-making. However, in practice their effectiveness is hampered by factors such as incompatibility with decisions, neglect of user’s context, and limited understanding of the information provided. Enhancing climate services’ user orientation necessitates capacity building to bolster the knowledge and collaborative skills among actors in the climate production chain. This study introduces a learning framework for capacity building in climate services that was developed using iterative systematic cycles for educational design research. The framework contains seven steps, along with relevant guiding questions, derived from the evaluation of case studies and the trainer’s experiences in 21 training events conducted under the User Learning Services (ULS) of the Copernicus Climate Change (C3S). Overall, this study offers a learning framework that can guide the content and design of capacity building in future climate information services. This contributes significantly to the ongoing effort to enhance and understand the impact of climate services on decision making.

This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the Interconnected Model of Professional Growth (IMPG) and curriculum spiderweb. PDP characteristics, context characteristics, and teacher development outcomes appeared to vary widely. Still, several relationships were identified between specific PDP characteristics and teacher development. The review yielded an enriched model (building on the IMPG) of the pedagogical development of higher education teachers. This model and the results of this review can help academic developers to improve the design of PDPs and provide guidelines to further investigate the value of PDP.