The Executive Board is in general responsible for establishing central supporting frameworks, policies, guidelines and procedures, for having a well-functioning PDCA cycles at all levels, and for the practical organisation of examinations. The Executive Board acts on these required elements in order to foster good quality of assessment, by establishing a Framework, a PDCA cycle for assessment, and by offering several facilities and provisions to provide practical and stuctural support.
Frameworks & Guidelines
To ensure good quality assessments, the Executive Board established the Framework for Assessment Policy, including a Vision on assessment, via this website. As the basis for the Framework for Assessment Policy, (inter)national principles such as the principles of the Higher Education and Scientific Research Act (WHW) and requirements and frameworks for accreditation by NVAO and ENQA are fundamental. Additionally, UT-wide agreements or documents apply as a basis, referring to, for example our Vision on Learning and Teaching, the strategic plan, the BBR, the model for Faculty Regulations, the Student Charter, the Guideline & Model for the BSc Education and Examination Regulations, rules of order for the central organization of examinations by CES, and Codes of Conducts (such as the Code of Ethics). When it comes to terminology, the terminology established with the previously mentioned policy is leading. In addition, to support the information on this website, key terms have been defined.
Organisation & Facilities
The Executive Board fosters the quality of assessments by stimulating professionalisation, by stimulating innovation of education and assessments, and by offering facilities to support programmes in their pursuit of high-quality assessments. To ensure and support high-quality assessment, various colleagues, working groups and bodies play a (in)direct role in assessment, establishment or implementation of education and assessment policy.
More about Organisation & Facilities:
Advisory bodies, platforms and assembly When speaking of advisory bodies, platforms and assembly, a distinction can be made between bodies that are part of the formal decision-making process, and those that are not, but are directly related to assessment.
About Digital Assessment & AI DIGITAL ASSESSMENT
Digital assessment (including online assessment) is increasingly being incorporated into education, and developments in this area are rapid. At UT, we embrace these new technologies (and closely monitor and act upon them). From an educational perspective, it has always been important to be able to adapt to new technological developments. In the long term, it is necessary to be sustainable in adapting our education (and assessment) in a way that we can deal with emerging technology. This means that we should seek to strengthen the human factor in our education.
Digital assessment can help in multiple ways:
- for qualitative development - such as improving feedback to students,
- for quantitative development - such as improving the efficiency of the assessment process,
- to support students with a functional impairment.
New technological developments offer ways to accommodate, for example, personalized learning, flexibilization, and collaboration with different stakeholders. Attention is paid to the choice, development, and (protocols, procedures and regulations for the) use of digital assessment systems. Up-to-date knowledge and making well-considered choices for reliable systems is essential.
Examples of applications of digital systems for review purposes are given below. The list is not exhaustive and new developments in this field are continuously taking place.
- Digital exam tool. Anno 2024 Remindo, Context, and ANS are in use. These systems can be used for formative and summative assessment. For On Campus test taking, Chromebooks are available.
- Special digital tools for practice and/or exams. Some subjects require specific tools, such as currently Grasple for Mathematics.
- The use of the Learning Management System (Canvas) for assessment purposes. In Canvas, among others, students can deliver the results of assignments, feedback, and (partial) results can be provided, rubrics can be used, plagiarism can be checked and peer feedback can be organized. Canvas also offers possibilities for formative and summative test taking.
- Learning analytics. The possibilities are explored through several projects. learning analytics can, among others, provide students with personalized insights into their progress and learning patterns and can offer teachers valuable information about student and class performance.
- Digital peer review systems. A system such as Buddy Check can be used to organize peer feedback.
- Portfolio systems. Portflow is implemented as the central e-portfolio solution for regular Bachelor's and Master's education.
For more information and options:
> About the applications | Overview educational applications | Home EDU systems (utwente.nl)
> TELT | Technology Enhanced Learning & Teaching (utwente.nl) //
Artificial Intelligence
Technical developments around Artificial Intelligence (AI) tools are moving fast. In these developments, two movements can be distinguished: the further innovation and development of the AI models and systems on their own, and the integration of these AI models and systems in contemporary ecosystems.
AI provides opportunities. It can be used to personalize learning, provide feedback, automate (administrative) tasks, and more. Using AI increases the possibility of risks if AI is used irresponsibly, unethical, or not transparent. This can result in ethical, legal, and social implications for education and research at UT. From an educational perspective, it is important to be able and adapt to new technological developments. We don't believe in a ‘rat race’ of measures and countermeasures in education: for example, using AI detection tools is not a sustainable solution in the long run. Our vision is that it's more sustainable to adapt our education and assessment in a way that we can work with technology. In addition, we cherish our culture of academic and scientific integrity combined with the curiosity of our staff and students.
In order to be able to embrace the AI technology, it is important that we are aware of existing rules at UT about, for example, privacy, data security, and fraud. The Tools & Examples below provide more information about these rules. The TELT team is available for further information or questions regarding different technologies.
AI in Education:
Fraud:
While embracing the technology, misuse of (generative) AI applications could be considered fraud. With regard to fraud, the Student Charter and the Rules & Regulations of the Examination Board provide sufficient frameworks. The Student Charter describes what the university considers cheating or fraud. The Rules & Regulations of the Examination Board specify what measures will be taken in cases of fraud. The Explanatory Note provides more information on how to read the rules in light of AI. In addition, guidelines have been offered to help staff to deal properly with the use of AI by students.
Privacy & data security:
When it comes to privacy and data security, the main rule is: Do not share personal, private and/or secret information with platforms. The UT websites mentioned below offer more information about this.
Quality Assurance & PDCA
To strive for high-quality assessment, all levels of the university must function in an aligned and interconnected way. Central quality assurance plans and the Framework for Assessment Policy, including the actions resulting from these, are therefore aligned and reinforce each other. The Framework for Assessment Policy aims to enhance the quality of assessments and examinations and can be seen as part of the overarching quality assurance framework regarding education. 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. Attention is paid to the consistency of plans, mutual recognition and finding ways that policies and plans can positively influence each other. A well-functioning PDCA cycle plays an important role in this respect. More about this is mentioned in the Vision on Assessment and in the requirements on Programme level.
Last edit: 19 November 2024