Assessment policy (UT framework)

Quicklink to this page: utwente.nl/assessment-policy. | This information is intended for the UT staff.

Education at UT effectively prepares students for an academic career or the labour market. In 2023, UT established its Vision on Learning and Teaching, placing three goals at the heart of our education: learning by doing, building inclusive communities and self-development. Through regular testing and assessment across all programmes, UT stimulates the learning and development of every student, monitors their study progress and assesses the student's knowledge, insights and skills. With regard to assessment and assessment policy at UT, several bodies and colleagues play key roles. With this website, the Executive Board presents the UT Framework for Assessment Policy, which:

  • incorporates the core principles and objectives outlined in the UT Vision on Assessment
  • provides information on requirements and recommendations
  • provides a structured approach for monitoring and evaluation (PDCA)
  • is aligned with applicable regulations, laws, and developments in higher education
  • Purpose and goal of this 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 in the lead

    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 assessment

    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.

How to use this website

This website is the UT Framework for Assessment Policy. Each level of this Framework corresponds to a specific body in the UT: Executive Board, Faculty Board, Programme Director, Examiner and Examination Board. For each level, a list of requirements is indicated, representing the minimum standards that should be in place. These requirements are explained in more detail, including reference to, for example, specific articles of the WHW and relevant policies. For many of the requirements, additional tools and examples are provided to support their implementation. In addition, the Vision on Assessment provides context to the purpose of assessment and ambitions in that field. To support the information on this website, key terms (below) have been defined.

  • ENTRY INTO FORCE | REVISION | CONTACT

    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. 

    • Revision of this Framework

      We consider ourselves a professional and learning organisation - continuous development and adaptation to a dynamic world is key. This also applies to this Framework itself: the requirements that are set will be updated at review moments if necessary, but the tools, examples, suggestions and good practices provided on this website will be continuously updated to provide all stakeholders with relevant supporting material and information. A review of the Framework will take place after three years and a revision will take place after six years. In addition, after one year of using this webbased Framework, attention points will be inventoried to improve the user experience (utility, ease of use, efficiency, etc).

    • Colleagues who shared insights and feedback

      Programme Directors, colleagues from faculties (E. Dopheide, G. Özerol, A. de Kiewit, W. de Boer, R. Scott), colleagues from CES (S. Borst, M. Lindemann, H. Punt), Representatives of the Assembly Examination Board Chairs, Platforms UTpK and Law & Regulations, Colleague from M&C (N. Schepers), Colleague from GA (S. Wichman), UC-E, student, English translator, Colleagues from S&P (M. Letteboer, M. Poldervaart, L. Woud, M. Snel, J. Smit, T. vd Wal, QA-team).

  • Terminology regarding assessment

    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:

    Framework:

    The information on this website, established by the Executive Board as overarching UT policy for ensuring quality of assessement and assessment policy on programme level.

    Requirements:

    A set of prerequisites that must be addressed. Requirements are set by the Executive Board for every level and are based on law, national regulations or UT policy.

    Recommendations:

    Suggestions or proposals of additional topics that can be addressed. To further enhance the quality of assessment, it is recommended to carry out what is suggested. 

    Tools & Examples:

    Tools are utensils and means that can help the user in fulfilling the requirements set in this Framework. Examples are models and illustrations, provided for inspiration, to give an indication of how things can be implemented.  

    Assessment:

    A systematic process of fostering, evaluating and certifying student learning. The process includes the design, development and implementation of assessment tasks, and the judgement and reporting of student learning performance and student’s achievement of specified learning outcomes.

    Assessment policy:

    Policy established on programme level.

    Assessment plan:

    Document that indicates how a programme ensures that students can meet the final qualifications and intended final level described in the EER. Among others, by indicating how the final qualifications are operationalized into learning objectives of study units and how (what, how and when) these are tested.

    Assessment schedule:

    A schedule showing the method of assessment for a module.

    Curriculum:

    The aggregate of required and elective study units constituting a degree programme as laid down in the programme-specific part of the EER.

    (Programme intended) learning outcomes (PILO):

    The statements of the knowledge, understanding and skills, as set out in the programme-specific part of the EER, that the student should have acquired and can demonstrate upon completing the programme.

    Learning objectives:

    The qualities related to knowledge, understanding and skills, as described in OSIRIS, that the student should have acquired upon completing a study unit.  

    EER (Examination and Education Regulations):

    Regulations that contains clear and adequate information about the programme. The EER set out procedures, rights and obligations with regard to the education and examinations of the programme, including at least the provisions of Article 7.13 paragraph 2.

    Guideline & Model EER:

    With the ‘Guideline and Model BSc EER’, the Executive Board established ‘a uniform regulation for the establishment of the various education and examination regulations’. In that document, guidelines are given to faculties based on art. 9.5. WHW concerning organisation and coordination in order to ensure the quality of education and the feasibility of education, ánd a model is provided: both in one document, that is considered the institutional part.

    Faculty council:

    The faculty participating body as referred to in art. 9.37 WHH

    Programme Committee (OLC):

    The committee referred to in Article 9.18 WHW.

    WHW / HERA:

    The Higher Education and Research Act (in Dutch: Wet op het hoger onderwijs en wetenschappelijk onderzoek)

In this Framework, a translation of requirements originating from law is often included. In the event of any discrepancies between linguistic versions or a disagreement about the content or interpretation, the Dutch law prevails.

Assessment policy (full document, PDF)
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