evandeveen cover
Nederlands / English 

teaching and assessment skills for lecturers and trainers

courses on offer

Logo

evandeveen always creates tailor-made programmes. These are some of the areas that Evelyn focuses on:

Constructing a good exam
When students focus mainly on passing the exam, do they learn what I want them to learn? (More...)

Assignments and rubrics
Marking assignments can be tricky. Often it is hard to justify the marks given: why did this report get a 6 and that one a 9? (More...)

Principles of assessment for members of exam boards and assessment committees
According to Dutch law, exam boards need to monitor the quality of exams. To do this effectively, committee and board members need expertise on assessment and how to recognise and diagnose problems. (More...)

Ultra short workshops: learn a new skill in an hour
How do you illustrate the importance of a topic with an effective anecdote?
How do you get a quiet group of students to speak up? (More...)

Teaching skills for lecturers and trainers (including University Teaching Qualification)
How can you design your teaching in such a way that people are able to apply new knowledge in practice, and are also motivated to do so? (More...)


Assessment skills


Logo

Constructing a good exam

If students mainly study "for the exam" do they learn what you want them to learn? And can you trust the result of the exam? In other words, does the exam distinguish correctly between the students who deserve to pass and those who deserve to fail?

When the questions are not formulated precisely enough, or when they do not cover a representative sample of the subject material, the exam result may be influenced by chance more than by student skill. As a result, students who know the subject well may fail, or students who don't may pass. This may happen if questions are so open that the answer can go in many different directions, making it very hard to distinguish between "right" and "wrong". Or with multiple choice questions whose wording inadvertently gives the right answer away.

In this course, participants learn to formulate exam questions that match the learning objectives. And they learn techniques for analysing the quality of exams as a measuring instrument. By applying some very practical guidelines, lecturers can make sure that their exams test what they want to test, and that questions have been formulated in such a way that marking becomes easier - and quicker.
(Back to the top...)

Logo

Assignments and rubrics

Marking assignments can be time-consuming and a bit frustrating. Often it is hard to justify the marks given: why did this report get a 6 and that one a 9?

Even if it is clear to the teacher, it may be hard to explain to the student. And how can you make your expectations clear beforehand, so that students know what to do and to what standard?

In this course, participants learn how to make a structured assignment description and a set of criteria in the form of a rubric. Taken together, these will help students to complete the assignment and lecturers to mark it.
(Back to the top...)

Logo

Principles of assessment for members of exam boards and assessment committees

According to Dutch law, exam boards need to monitor the quality of exams. To do this effectively, committee and board members need expertise on assessment and how to recognise and diagnose problems.

In this course, participants learn the formal requirements for summative tests and practice spotting problems in tests, even in fields that are not their own. For example, how do you assess the level of the questions? And how can you determine whether an exam matches the assessment matrix? You will also learn how to interpret the results of a statistical test analysis and what its limitations are.
(Back to the top...)


Ultra short workshops: learn a new skill in an hour


Logo

Telling an anecdote to motivate people for a topic of your course

You know why the topic you want to teach is important. But does your audience? How do you convince them of the relevance of a theory? Or show them the usefulness of a new technique that they have always managed without?

One way is to tell them a well-chosen anecdote that illustrates the importance of the subject. In this one-hour workshop you will learn how to choose an anecdote and how to structure it for maximum effectiveness.
(Back to the top...)

Logo

How do I get them to talk? Tips and tricks for involving students during lectures

The lecturer speaks, the students listen. It can be hard to change this pattern. If you ask a question you may face an uneasy silence or perhaps it is always the same student who answers.

In this one-hour workshop you learn two important techniques for getting students to speak up: how to formulate a stimulating impulse for a discussion and how to create space for students to react to each other.
(Back to the top...)


Logo

Teaching skills for lecturers and trainers (including University Teaching Qualification)

How can you design your teaching in such a way that people are able to apply new knowledge in practice, and are also motivated to do so? How can you make sure they see the relevance of what they are learning and connect it to their own experience? How do you develop activities that have a clear focus and relevant outcomes?

These are the central themes in teaching skills courses by evandeveen. There is also a lot of opportunity to practice skills such as facilitating discussions, explaining, or dealing with unwanted student behaviour.
(Back to the top...)