Assessment Principles

On 6/11/2014 the Education Board made a positive recommendation concerning a set of 17 assessment principles. This set contains general principles on how to assess students in view of the final exam mark.

The 17 assessment principles are an operationalization of Ghent University's Assessment Concept and Assessment Model (in Dutch).

Below you will find the 17 assessment principles summed up. More detailed information on each of the 17 principes can be found in the attachment.

  1. Ghent University's competency approach with challenging objectives is the starting point for high-level assessment with regard to content;
  2. within each course unit, the learning outcomes/competencies are pursued and assessed to the best of our possibilities; 
  3. throughout the study programme, all programme competencies are pursued and assessed in several different course units;
  4. the choice for adequate assessment methods is crucial;
  5. high-quality assessment begins with a shared vision and responsibility; 
  6. confidence in the assessment expertise of lecturers and study programmes;
  7. transparent assessment procedures and expectations with regard to content;
  8. no overly stringent relation between learning material and teaching, and assessment;
  9. attention for (interim) feedback;
  10. opportunities and facilities, but the same expectations regarding content for all students;
  11. serenity during an exam is safeguarded;
  12. attentiveness to fraud and irregularities;
  13. students’ own performances count and not their position within the group;
  14. an assessment does not take into account previous results or achievements;
  15. a course unit's the lecturer-in-charge is the person ultimately responsible for the assessment; 
  16. wide resolution in grades
  17. the right to two examination opportunities

Test your knowledge about the 17 assessment principles that are relevant for lecturers!

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References

Education Council 6 November 2014

Last modified April 1, 2021, 1:38 p.m.