Learning-outcomes-based assessments at universities of applied sciences in the Netherlands:perceptions of business lecturers
About ten years ago, concerns were expressed about quality and standards in some universities of applied sciences (UAS) in the Netherlands. In response, a report (HBO, 2012) outlined a series of measures to improve the quality of assessment practices in UASs. This study provides recent analysis of lecturer perceptions of assessments of UASs with a view to exploring how these recommendations have become embedded in the assessment cultures of UASs. The qualitative study with 19 participants teaching at ten different UASs, reveals strong evidence of a staff knowledge gap around outcomes-based ass... Mehr ...
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| Dokumenttyp: | Artikel |
| Erscheinungsdatum: | 2022 |
| Reihe/Periodikum: | Rauf , A , Rostás , K & Canning , J 2022 , ' Learning-outcomes-based assessments at universities of applied sciences in the Netherlands : perceptions of business lecturers ' , Quality in Higher Education , pp. 1-16 . https://doi.org/10.1080/13538322.2022.2051300 |
| Schlagwörter: | quality assurance / quality enhancement / universities of applied sciences / learning-outcomes-based-assessment / business lecturers |
| Sprache: | Englisch |
| Permalink: | https://search.fid-benelux.de/Record/base-29189837 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | https://research.brighton.ac.uk/en/publications/3d2e8ebe-b6ed-46f5-a89a-bd377031a6a8 |
About ten years ago, concerns were expressed about quality and standards in some universities of applied sciences (UAS) in the Netherlands. In response, a report (HBO, 2012) outlined a series of measures to improve the quality of assessment practices in UASs. This study provides recent analysis of lecturer perceptions of assessments of UASs with a view to exploring how these recommendations have become embedded in the assessment cultures of UASs. The qualitative study with 19 participants teaching at ten different UASs, reveals strong evidence of a staff knowledge gap around outcomes-based assessment.