Description
AbstractIn higher education, learning and teaching is organized in coherent curricula. However, students experience their programme as a wide spectrum of seemingly different subjects, organized in separately taught and examined courses with their own learning outcomes (Hartley and Whitfield, 2012). Consequently, students do not always recognize the connections between courses that jointly form the programme, lack an overview of the discipline and experience limited transfer of knowledge and skills between courses within the programme. As a result, students lack self-reflection and self-confidence (Wrigley et al., 2012), which are important for their future careers. To resolve this, we created a proof of concept of formative progress testing at the programme level. Progress testing (Albanese & Case, 2016) entails the periodical testing of students on their knowledge and skills of all programme elements regardless of their year of training (Van der Vleuten et al., 1996).
This concept entails biannual voluntary digital progress testing resulting in an informative dashboard that enables students to monitor their overall progress and build their self-reflection and self-confidence. In the dashboard, students can filter results on programme learning outcomes and selected skills, and compare results with their peers. Thus, the dashboard enables students to connect their course-specific knowledge to the programme learning outcomes. A management dashboard provides insights in progress of specific groups of students. Voluntary formative progress testing therefore increases educational quality by making a connection between student learning progress and programme improvement at faculty level.
| Period | 19-Jun-2025 |
|---|---|
| Event title | Eurosotl 2025: Making Connections through the Scholarship of Teaching and Learning |
| Event type | Conference |
| Location | GroningenShow on map |
| Degree of Recognition | International |