Assessment policy (UT framework)

Assessment policy in general documents agreements on testing and assessment from both a procedural and content perspective. The purpose of this Framework for Assessment Policy is twofold. Firstly, to indicate what we at UT define as high-quality assessment, and secondly to support programmes in developing their programme assessment policies. The overarching aim of a programme assessment policy is to provide rationale for how assessment is designed and carried out within the programme, ensuring ongoing monitoring and enhancement of assessment quality. This, in turn, facilitates learning and development of students and guarantees the value of the diplomas awarded by the institution. This Framework, including a Vision on Assessment, serves to ensure that assessment practices align with the educational goals and values of UT and contribute to the overall quality of the learning experience for students. With  comprehensive assessment policy, UT ensures compliance with the legal requirements.

Programmes are in the lead in ensuring the (quality of) assessment. This Framework outlines a vision on assessment (see below) and details the requirements that should be incorporated at all levels of the UT. At programme level, there is significant freedom in deciding how to implement and realise these requirements, according to the specific context and ambitions of the programme, and in relation to the vision. Additionally, recommendations are provided which are strongly encouraged to be considered. The PDCA cycle demonstrates the interrelationships between all levels.

Vision on learning and teaching

Recently, the university established the UT Vision on Learning and Teaching. Therefore the vision on assessment needs to be adapted accordingly. The UT Vision on Learning and Teaching provides the basis for educational strategy, the implementation of educational activities and investments. At UT, we want to make a positive impact on society through technology. By educating students we empower them to contribute to a better world, through the analysis and use of technology in a societal context. With high-quality education and additional opportunities for self-development, we offer all our students more than a degree. By learning by doing, building inclusive communities and self-development we prepare our students as well as we can for their future, whatever that future may be.

Vision on assessment 

Assessment is an essential component of academic education. It strongly affects the overall quality of every academic programme and every corresponding academic degree. Consequently, assessment is subject to continuous improvement and accountability processes. 

Assessment should not only be for deciding whether the student has learned the material sufficiently (assessment of learning) but should also help the student in their further development (assessment for learning). In addition, assessment should fit our vision of education. This means that we strive to:

• support learning by doing, which implies the use of assessments that encourage students to actively apply their knowledge and skills and reflect on what they learn. This can mean working with others on real-life issues, problems and challenges, but also studying and developing theoretical knowledge actively. 
• build inclusive communities, which implies looking for ways to make assessment more flexible and adaptive. For instance by giving students the possibility to choose an assessment format and/or the moment for assessment, without compromising the need to achieve the established learning objectives at the right level.
• support self-development and self-regulation, by training and stimulating students to follow and reflect on their learning path, and build their portfolios based on their specific talents and aims. This can also include them identifying and being allowed to take on additional challenges. 

Furthermore, we strive to deploy not only summative assessment at the end of a course but also increasing formative evaluation during the learning process. This implies providing or organising (peer) feedback at different moments during a course to support and encourage students to learn from their experiences.

In addition, we continuously explore new technologies to, in a sustainable way, make use of in our education and assessment. New technological developments offer ways to, for example, accommodate personalized learning, flexibilization, provide feedback, automate (administrative) tasks, and more. More about digital assessment and AI can be found on the  institutional level information page. 

An organisation aiming for assessment quality

Our endeavour is aimed at ensuring and safeguarding the quality of assessment at course level at all times. This implies that on the programme and course level:

• there is a direct relation between the intended learning objectives, the teaching activities and process and the way we assess (Constructive alignment, Biggs & Tang, 2011).
  
• the entire assessment cycle, from the design phase to the evaluation phase, is followed carefully.
• attention is given to ensuring that all assessments meet the quality criteria for good assessment: validity, reliability and transparency.
• examiners will be familiar with and comply with rules and regulations as stated in the Student Charter, in the education programme's policy, Education and Examination Regulation (EER), relevant protocols, and the R&R of the Examination Board of the programme their course belongs to. 

Framework for a coherent assessment policy

Requirements and expectations are indicated for the programmes in setting up and implementing an assessment policy suitable for their specific situation, context, vision and ambition. For high-quality assessment, it is important that all parts of the pyramid as shown below function in an interconnected way and are aligned. It is also important that all actors, bodies, procedures, regulations, measures and provisions, collectively work to realise the outlined vision, ambitions and quality goals. The fulfilment of the requirements at each level should be carefully monitored and agreements, measures and provisions should be reviewed regularly and adjusted if necessary, following a well-functioning PDCA cycle. In the end, it all comes down to the stakeholders who shape and implement it. Trust, facilitation, support and a culture that wants to foster quality of assessment are the key elements in this Framework.

This website has been created through the collaborative efforts of various stakeholders who have given their insights, feedback, and knowledge to ensure the website accurately reflects the collective vision, priorities, and considerations. The Executive Board approved the information on this website on 8 July 2024. 

The terminology established in or with other regulations apply (such as in the Guideline & Model EER, the Student Charter or the Enrollment regulations). In addition, to support the information on this website, a few definitions are emphasized: