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Panel Conclusion 2018
Milestones Completed
All procedures that should ensure quality of assessment have been in place. It is the HTH Assessment Policy and its operational translation into the MBA Assessment Plan (available on MS Teams) that builds the fundament of the quality of assessments in the MBA. The consistent monitoring of the quality of the assessments is executed by the Assessment Committee (working under the mandate of the Exam Committee, executing delegated activities on the level of Courses/Assessments) who per academic year identifies and audits a number of MBA course assessments focusing on the (master) level of the various exams and whether and how the learning goals of the courses are covered by the assessment(s).
The overall variety of assessments within the programme is monitored as well as whether the balance between formative and summative assessments is in line with the educational vision of the programme. The recommendation of the 2018 panel to add comments to the final consultancy project grading rubric to better clarify and justify the final grade was implemented and is now part of the grading rubric. Please see an overview of all improvements made to the final consultancy project process and the assessment rubric.The variety and validity of assessments as substantiated in the table below help the students to achieve course learning goals, and subsequently the intended PCs of the Programme:
Assessments based on the types of Learning Pathways
Type of Learning Pathway | Type(s) of Assessment(s) | Courses Involved | Team/ Individual |
Integrative Courses | Oral Presentation / | HiP, FD | Team + Individual |
Professional/ Industry Courses | Client Presentation / | HpA, HED | Team + Individual |
Conceptual / Essential Courses | Written Examinations, | BsS, OgB, HTHT, LHC, DiT | Individual |
Skills Courses | Individual Workshops, Reflection Reports, Project Proposals, Business Development Plans | HLJ, BRC | Individual |
Thesis | Written Report and | Thesis | Individual |
The ‘four eyes principle’ is in place with two assessors working on each assessment. We intend to improve this review process further by introducing the 'strange' (independent external) eyes principle when an approached external expert would provide an alternate perspective.
Further actions to sustain the quality of the assessment system were made on specific elements such as the thesis quality, process and grading. Improving the process and grading of the Final Thesis is a good example of cyclic working and improving: An external audit was executed on the process and quality of the thesis of the MBA. The most important outcomes were to make substantial changes in the grading rubric that led to putting more emphasis and importance on the quality of the research methodology used by the students and less on the presentation skills part during the final defence of the consultancy project. A more recent (2023) external check on the thesis quality, process and grading rubric confirmed that the changes made have a positive effect on the consistency and quality of the content and assessment of the thesis reports.
NSE Topic: Examination and Assessment | ||||
|---|---|---|---|---|
2023 | 2022 | 2021 | National HBO Average 2023 | |
4.29 | 4.47 | 4.45 | How the examination and assessment match the content of the programme | 3.79 |
4.29 | 4.33 | 4.45 | The clarity of the criteria on which you are assessed | 3.71 |
4.21 | 4.60 | 4.36 | The quality of the examination of knowledge and insight | 3.52 |
4.14 | 4.47 | 4.45 | The quality of practical examinations | 3.53 |
4.07 | 4.53 | 4.55 | How the form of examination matches the content of the programme
| 3.57 |
4.21 | 4.13 | 4.18 | The usefulness of the feedback on assignments, examinations, reports, etc. | 3.49 |
To conclude, we see that students evaluate positively the quality of assessment over the past years, as demonstrated in table on NSE results and the subsequent quotes:
“I found the course material very relevant to the exams. We always knew what was to expect, since the lecturers prepared us well before the exams, and we received correct materials and references to study and prepare ourselves before the assessments.” Margarida Cortes Rezende 2020
“Yes, I never felt a misalignment between what we discussed in classes and what we got in exams.” Max Kempenaar 2017
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All procedures that should ensure quality of assessment have been in place. It is the HTH Assessment Policy and its operational translation into the MBA Assessment Plan (available on MS Teams) that builds the fundament of the quality of assessments in the MBA. The consistent monitoring of the quality of the assessments is executed by the Assessment Committee (working under the mandate of the Exam Committee, executing delegated activities on the level of Courses/Assessments) who per academic year identifies and audits a number of MBA course assessments focusing on the (master) level of the various exams and whether and how the learning goals of the courses are covered by the assessment(s).
The overall variety of assessments within the programme is monitored as well as whether the balance between formative and summative assessments is in line with the educational vision of the programme. The recommendation of the 2018 panel to add comments to the final consultancy project grading rubric to better clarify and justify the final grade was implemented and is now part of the grading rubric. Please see an overview of all improvements made to the final consultancy project process and the assessment rubric.The variety and validity of assessments as substantiated in the table below help the students to achieve course learning goals, and subsequently the intended PCs of the Programme:
Milestones Completed
Assessments based on the types of Learning Pathways
Type of Learning Pathway | Type(s) of Assessment(s) | Courses Involved | Team/ Individual |
Integrative Courses | Oral Presentation / | HiP, FD | Team + Individual |
Professional/ Industry Courses | Client Presentation / | HpA, HED | Team + Individual |
Conceptual / Essential Courses | Written Examinations, | BsS, OgB, HTHT, LHC, DiT | Individual |
Skills Courses | Individual Workshops, Reflection Reports, Project Proposals, Business Development Plans | HLJ, BRC | Individual |
Thesis | Written Report and | Thesis | Individual |
The ‘four eyes principle’ is in place with two assessors working on each assessment. We intend to improve this review process further by introducing the 'strange' (independent external) eyes principle when an approached external expert would provide an alternate perspective.
Further actions to sustain the quality of the assessment system were made on specific elements such as the thesis quality, process and grading. Improving the process and grading of the Final Thesis is a good example of cyclic working and improving: An external audit was executed on the process and quality of the thesis of the MBA. The most important outcomes were to make substantial changes in the grading rubric that led to putting more emphasis and importance on the quality of the research methodology used by the students and less on the presentation skills part during the final defence of the consultancy project. A more recent (2023) external check on the thesis quality, process and grading rubric confirmed that the changes made have a positive effect on the consistency and quality of the content and assessment of the thesis reports.
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NSE Topic: Examination and Assessment | ||||
|---|---|---|---|---|
2023 | 2022 | 2021 | National HBO Average 2023 | |
4.29 | 4.47 | 4.45 | How the examination and assessment match the content of the programme | 3.79 |
4.29 | 4.33 | 4.45 | The clarity of the criteria on which you are assessed | 3.71 |
4.21 | 4.60 | 4.36 | The quality of the examination of knowledge and insight | 3.52 |
4.14 | 4.47 | 4.45 | The quality of practical examinations | 3.53 |
4.07 | 4.53 | 4.55 | How the form of examination matches the content of the programme
| 3.57 |
4.21 | 4.13 | 4.18 | The usefulness of the feedback on assignments, examinations, reports, etc. | 3.49 |
To conclude, we see that students evaluate positively the quality of assessment over the past years, as demonstrated in table on NSE results and the subsequent quotes:
“I found the course material very relevant to the exams. We always knew what was to expect, since the lecturers prepared us well before the exams, and we received correct materials and references to study and prepare ourselves before the assessments.” Margarida Cortes Rezende 2020
“Yes, I never felt a misalignment between what we discussed in classes and what we got in exams.” Max Kempenaar 2017
Panel Conclusion 2018
Standard 10: Assessment System
The panel has ascertained that the assessment policy guarantees the validity, reliability and transparency of tests and that the tests and assignments of courses fully meet these requirements. The initiatives to have a higher weight for the individual components in group assessments and a combination of formative and summative assessments (assessment for learning) are good. Students are examined at the appropriate level. The assessment forms have detailed rubrics. The panel advises, based on the forms reviewed, to add more written assessor's comments as a justification for the marks allocated, both on ...the master thesis assessment forms. The Exam Committee and the Assessment Committee take an active role in guaranteeing and improving the quality of assessment.
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