The complexities of assessments

What is it about?

This paper offers a brief reflection of assessments in the context of higher education in The Netherlands. Issues, such as the professional background of educators and the lack of unifom learning goals formulation, are identified. Some suggestions for possible actions are shared.

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Why is it important?

The paper highlights the importance of understanding context especially when trying to apply the Bologna agreements in pratice. Comparability of degrees should become questionable after realising the huge impact of context specifics in Europe. It is also a call-out for critical review of educators' abilities to develop assessments alligned with curricula and teaching strategies.