1. Irma van Slooten & Linda Nieuwenhuijsen (UDL Nederland) Bertine van Hillo-Visser (Hogeschool Rotterdam) www.udlnederland.nlwww.udlnederland.nl|info@udlnederland.nl UDL, ASSESSMENT & QUALITY ASSURANCE UDL LICENSE TO LEARN JUNE 28 & 29, 2016 GENT

2. WITH WHOM ARE WE HERE ?

3. Independent Accreditation Organisation for the Dutch & Flemish higher education system NVAO? = Dutch Flemish Accreditation Organisation 

4. Picture of different animals and a professor, who says to the animals: for a fair selection everybody has to take the same exam: Please climb that three.

5. Source: Cast Here you can find a link to the accessible version of the UDL framework. THE UDL FRAMEWORK

6. Provide options for expression and communication + Use multiple media for communication + Use multipe tools for construction and composition Provide options for physical action + Vary the methods for response and navigation + Optimize access to tools and assistive technologies FOCUSED ON ASSESSMENT…

7. FIRM GOALS, FLEXIBLE MEANS THE UDL FOUNDATION:

8. EVERYBODY IS VERY ENTHUSIASTIC BUT AS SOON AS WE MENTION ‘ASSESSMENT’… YES, BUT… CANNOT, NOT ALLOWED, NOT POSSIBLE EVERYTHING IS STANDARD... NVAO (DUTCH FLEMISH ACCREDITATION ORGANISATION) OUR EXPERIENCES

9. “ NVAO does not have specific guidelines with regard to this subject, except that: 1.Assessment needs to be valid and reliable, 2.Assessment needs to know enough variation, 3.The learning objectives should be assessed. ” NVAO, 2014: NVAO = Dutch Flemish Accreditation Organisation)

10. “ Institutions must indicate their own final level of graduation, and therefore also what their assessment looks like. ” “ It is important to explain, motivate and comply, but there are many opportunities for flexibility. ” NVAO, 2014: NVAO = Dutch Flemish Accreditation Organisation)

11. ACTION: Listen, read or watch the cases and answer the questions. You can work alone or in small groups. WE HAVE CERTAIN CASES ON THE SUBJECT. LET’S GET STARTED!

12. “ We always tell students what product they have to deliver and how many credits they get for each part. What I would love to see is that students can decide for themselves what kind of product they make while at the same time the quality of the test should remain the same. How to organise that? ” CASE 1 Entered by teacher/ curriculum committee member

13. Researcher & teacher evolutionary & plant biology Maastricht Science Programme WATCH OUR INTERVIEW WITH WATCH OUR INTERVIEW WITH ROY ERKENS on UDL & Assessment

14. Students were given total freedom They designed their own assessment Signed a contract More fun, less work (the teacher) Intrinsic motivation (the students) Students tend to aim higher Products (amongst others): calender, museum exhibition SUMMARY INTERVIEW ROY ERKENS ON VARIATION IN ASSESSMENT (VIDEO)

15. ACTION Discuss with yourself or in small groups: HOW CAN YOU ASSURE QUALITY?

16. ASSESSMENT CYCLE: 7 STEPS basic design construct test matrix construct test establish norm conduct test grade process and analyse register result evaluate and improve ASSESSMENT CYCLE

17. 1.Discuss with your peers. Preferably also from another field. "NVAO does not have the expertise in the field of..., and therefore relies on evaluation by peers.” 2.Without specific standards for an assignment, you need an extra pair of eyes for grading. Sometimes you need a fresh pair of eyes to put things into proper perspective. This is how you calibrate. RESPONSE NVAO

18. 3.Build in checks & balances. This way you increase your critical assets. 4.Make your assessment imitable (not necessarily measurable but traceable / imitable). What are you doing exactly and why? Explain! (Explain or comply ) 5.Involve the Examination Board. They are accountable and they may provide the extra pair of eyes. RESPONSE NVAO

19. “ There are students who clearly meet the college level of education, but still get stuck or quit during graduation. In fact, they are already at work or own their own successful company. They get stuck writing their thesis. (How) can we offer more variety? In such a way that it is ‘accreditation’ proof? ” CASE 2 From our trainingsessions

20. ACTION Discuss with yourself or in small groups: HOW CAN YOU OFFER MORE VARIATION? QUALITY ASSURED…

21. THINK ABOUT: Choice between 2 options. Depending the goal: choice in subject or method. REMEMBER: SMALL STEPS MAKE A DIFFERENCE TOO!

22. ANY LOOSE ENDS? UNCERTAINTIES? OTHER QUESTIONS? INFO@UDLNEDERLAND.NL PLEASE SHARE YOUR EYEOPENERS OR...

23. IN ENGLISH… Top 10 UDL tips for AssessmentTop 10 UDL tips for Assessment – CAST, 2015 Chapter 9: Assessments the UDL way, UDL NOW! – Katie Novak, 2014 IN DUTCH… Beoordelen is mensenwerk - Daan Andriessen e.a., 2014 (Expertgroep Protocol i.o. van de Vereniging Hogescholen) Beoordelen is mensenwerk Ieder zijn eigen toets? UDL als oplossing voor studeren met een functiebeperking, – A. van Boxtel, J. Jansen, L. Jansen & J. ter Burg Ieder zijn eigen toets? UDL als oplossing voor studeren met een functiebeperking Kwaliteit van examinering borgen in 4 stappen – CITO Kwaliteit van examinering borgen in 4 stappen Universal Design for Learning, Onderzoek naar toetsing in het hoger beroepsonderwijs (work in progress) – Mieke Cardol & Bertine van Hillo-Visser. Universal Design for Learning, Onderzoek naar toetsing in het hoger beroepsonderwijs (work in progress) WANT TO KNOW MORE?

24. THE TYRANNY OF CONVENTIONAL WISDOM…