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ispartof: pages:1-41 status: published

status: published

Schoolleiders ervaren vaak een leiderschapsdilemma bij het leidinggeven aan veranderingen in de school. Moeten zij sturing geven of juist ruimte laten? Zo’n verandering doet zich bijvoorbeeld voor wanneer scholen gaan werken met het programma leerKRACHT. Op basis van onderzoek onder schoolleiders van scholen die ermee werken, blijkt dat leiderschapspraktijken van schoolleiders verdeeld kunnen worden in drie patronen: Teamspeler, Sleutelspeler en Ondersteuner. Het reflecteren op deze leiderschapspraktijken en -patronen kan schoolleiders helpen de invulling die ze geven aan hun leiderschapsrol binnen de eigen school bespreekbaar te maken.

status: published

Introduction Programmatic assessment was introduced as an approach to design assessment programmes with the aim to simultaneously optimize the decision-making and learning function of assessment. An integrative review was conducted to review and synthesize results from studies investigating programmatic assessment in health care professions education in practice. Methods The authors systematically searched PubMed, Web of Science, and ERIC to identify studies published since 2005 that reported empirical data on programmatic assessment. Characteristics of the included studies were extracted and synthesized, using descriptive statistics and thematic analysis. Results Twenty-seven studies were included, which used quantitative methods (n = 10), qualitative methods (n = 12) or mixed methods (n = 5). Most studies were conducted in clinical settings (77.8%). Programmatic assessment was found to enable meaningful triangulation for robust decision-making and used as a catalyst for learning. However, several problems were identified, including overload in assessment information and the associated workload, counterproductive impact of using strict requirements and summative signals, lack of a shared understanding of the nature and purpose of programmatic assessment, and lack of supportive interpersonal relationships. Thematic analysis revealed that the success and challenges of programmatic assessment were best understood by the interplay between quantity and quality of assessment information, and the influence of social and personal aspects on assessment perceptions. Conclusion Although some of the evidence may seem compelling to support the effectiveness of programmatic assessment in practice, tensions will emerge when simultaneously stimulating the development of competencies and assessing its result. The identified factors and inferred strategies provide guidance for navigating these tensions. Electronic supplementary material The online version of this article (10.1007/s40037-020-00625-w) contains supplementary material, which is available to authorized users.

Er komt steeds meer aandacht voor de kwaliteit van leraren. Tegelijkertijd zien we stijgende lerarentekorten, omdat scholieren het leraarsberoep niet aantrekkelijk genoeg vinden en zittende leraren met pensioen gaan of afhaken. Bij deze ontwikkelingen vallen drie zaken op: • Er is veel aandacht voor de ontwikkeling van leraren tijdens de lerarenopleiding en ook steeds meer in de eerste jaren van de beroepsuitoefening, maar over professionele ontwikkeling tijdens de loopbaan zijn weinig expliciete beelden. • Het leraarsberoep is complexer geworden en de verwachtingen van wat leraren doen groeien. Waar in andere maatschappelijke sectoren toenemende complexiteit leidt tot meer differentiatie en specialisatie in beroepen, zien we dat vooralsnog vrijwel niet terug in het onderwijs. • Hoewel leraren in steeds meer scholen in teams onderwijs ontwikkelen en evalueren, overheerst het stereotiepe beeld van de eenzame leraar: professionals die in hun eentje onderwijs voorbereiden, uitvoeren en evalueren. Deze drie zaken zijn met elkaar verweven en leiden ertoe dat veel leraren het gevoel hebben dat ze geen ontwikkelmogelijkheden en loopbaanperspectief hebben. Voor veel jongeren is dat een reden om niet voor de lerarenopleiding te kiezen (Bahlmann, Eustatia & Pillen-Warmerdam, 2018). Een realistischer en aanlokkelijker beeld is dat van de leraar als teamspeler die binnen de school actief betrokken is bij ontwerpen en onderzoeken, organisatie en beleid en bij professionalisering. Kortom, een beroepsbeeld dat recht doet aan differentiatie- en ontwikkelmogelijkheden in het leraarsberoep.

Contains fulltext : 241618.pdf (Publisher’s version ) (Open Access) The assessment of creative problem solving (CPS) is challenging. Elements of an assessment procedure, such as the tasks that are used and the raters who assess those tasks, introduce variation in student scores that do not necessarily reflect actual differences in students’ creative problem solving abilities. When creativity researchers evaluate assessment procedures, they often inspect these elements such as tasks and raters separately. We show the use of Generalizability Theory allows researchers to investigate CPS assessments in a comprehensive and integrated way. In this paper, we first introduce this statistical framework and the choices creativity researchers need to make before applying Generalizability Theory to their data. Then, Generalizability Theory is applied in an analysis of a CPS assessment procedure. We highlight how alterations in the nature of the assessment procedure, such as changing the number of tasks or raters, may affect the quality of CPS scores. Besides this, we present implications for the assessment of CPS and for creativity research in general. 12 p.

Contains fulltext : 196821.pdf (Publisher’s version ) (Open Access) 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 these perceptions. METHODS: Twenty-six learners were interviewed from three different countries and five different programmes, ranging from undergraduate to postgraduate medical education. The interviews explored learners' experience with and perception of assessment stakes. An open and qualitative approach to data gathering and analyses inspired by the constructivist grounded theory approach was used to analyse the data and reveal underlying mechanisms influencing learners' perceptions. RESULTS: Learners' sense of control emerged from the analysis as key for understanding learners' perception of assessment stakes. Several design factors of the assessment programme provided or hindered learners' opportunities to exercise control over the assessment experience, mainly the opportunities to influence assessment outcomes, to collect evidence and to improve. Teacher-learner relationships that were characterised by learners' autonomy and in which learners feel safe were important for learners' believed ability to exercise control and to use assessment to support their learning. CONCLUSIONS: Knowledge of the factors that influence the perception of assessment stakes can help design effective assessment programmes in which assessment supports learning. Learners' opportunities for agency, a supportive programme structure and the role of the teacher are particularly powerful mechanisms to stimulate the learning value of programmatic assessment.

Tasks are essential in fostering students��� learning processes, and thinking skills are considered to be of central importance to learning. In order to analyse how tasks promote the development of thinking skills in school geography, we need an instrument that looks beyond a simple distinction between lower and higher order thinking. It should be able to identify types of tasks based on distinctive elements on the way to acquiring powerful knowledge or knowledge of high epistemic quality. In this paper, we describe the development of an instrument based on the adaptation of existing categorisations and the use of Bernstein���s recognition and realisation rules. The instrument distinguishes five levels of thinking: lower order thinking, use of thinking strategies, parts of higher order thinking, higher order thinking, and reflection. The instrument was employed to analyse tasks in geography textbooks used in the Netherlands and the German State North Rhine-Westphalia, with researchers and teacher educators in both states considering its efficacy both plausible and practicable. The results show that the instrument is sufficiently sensitive to identify differences in types of tasks and the extent to which access to powerful knowledge is fostered.