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HBO/WO

MBO

April 8, 2026

ACA-bot

ACA-bot is an engaging chatbot designed for Automated Conversational Assessment (ACA). Drawing inspiration from traditional oral exams, this text-based conversational agent transforms assessment into a dynamic learning experience. It supports both formative and summative evaluation by offering students personalised feedback and guidance at every step of their learning journey. The first ACA-bot prototype focuses on assessing students’ understanding of basic statistical concepts, but its flexible design allows for easy adaptation to a wide range of subjects and learning contexts. Through interactive dialogue, students can practise explaining ideas clearly under exam-like conditions, apply their knowledge to new and challenging questions, and refine their reasoning as they respond to follow-up prompts. They gain valuable insights into their own understanding, identify areas for improvement, and gradually build confidence for both oral and written assessments. For educators, ACA-bot offers a powerful way to scale oral examinations and enhance formative assessment without increasing workload. It automates parts of the assessment process, provides structured and actionable insights into student performance, and opens the door to more personal, interactive feedback at scale. By combining the strengths of conversational AI and educational assessment, ACA-bot turns evaluation into a collaborative, insightful process. It empowers students to think aloud, reason more effectively, and grow, while giving educators a smarter, more innovative way to understand and support learning. ACA-bot is een slimme en inspirerende chatbot die onderwijs en Artificial Intelligence samenbrengt. Geïnspireerd door het klassieke mondelinge examen tilt deze tekstgebaseerde gespreksagent Automated Conversational Assessment naar een nieuw niveau. Studenten krijgen via natuurlijke gesprekken directe, persoonlijke feedback en begeleiding, waardoor leren en toetsen samenvloeien in één boeiende ervaring. Het prototype van ACA-bot is ontwikkeld om kennis over statistiek te beoordelen, maar dankzij het flexibele ontwerp kan het systeem eenvoudig worden aangepast aan andere vakgebieden en toepassingen. Tijdens interactieve dialogen leren studenten helder uitleg geven, hun kennis toepassen op nieuwe vragen en hun redenering aanscherpen. Ze ontdekken waar hun begrip nog verdiept kan worden en groeien zichtbaar in zelfvertrouwen — waardevolle voorbereiding op zowel mondelinge als schriftelijke examens. Ook voor docenten biedt ACA-bot een slimme oplossing. Het maakt mondelinge toetsing schaalbaar, ondersteunt formatieve beoordeling via gesprek, en vermindert de werkdruk door delen van het beoordelingsproces te automatiseren. Bovendien geeft het gestructureerde inzichten in de voortgang en denkwijze van studenten, waardoor elke dialoog bijdraagt aan beter onderwijs. ACA-bot laat zien hoe Automated Conversational Assessment het leren persoonlijker, interactiever en effectiever maakt. Studenten denken hardop, verkennen hun eigen begrip, en verbeteren met vertrouwen — terwijl docenten op een innovatieve, datagedreven manier inzicht krijgen in hoe kennis werkelijk wordt begrepen.

App

Aki Härmä, Julie Bauer

January 30, 2026

Constructive Alignment Prompt Guide

This prompt guide helps teachers, course coordinators, and educational advisors use MS Copilot (or another LLM) to review a course design through the lens of constructive alignment. It supports you in producing: A Constructive Alignment Table connecting Intended Learning Outcomes (ILOs), Assessment, and Teaching & Learning Activities (TLAs), and A brief Strengths & Weaknesses overview to identify improvement opportunities. The guide was initially constructed for use in our UTQ Design course (Dutch, University Teaching Qualification)

Document

Roos Köhler, Anne Velthorst

2026

Assessment Portfolio Boundary Crossing & Personal Leadership

This assessment portfolio is developed for use in a BSc Marine Sciences Course on Boundary Crossing and Personal Leadership (BSc Year 1). This document contains three assignments showing students' development in their boundary crossing and personal leadership skills throughout the course and the learning goals they set for themselves for the rest of the BSc program. It contains instructions for students on what to include for their assessment portfolio. This document has a supplementary document called 'Development Portfolio Boundary Crossing & Personal Leadership'. Students can use (elements of) their development portfolio (formative) for this assessment portfolio (summative).

Document

Judith Gulikers, Camilla Ramezzano

August 18, 2025

Geoscripting

The course is not a pure programming course, but has a rather strong focus on programming and scripting to solve geographical or spatial applied problems. During the course you will learn how to deal with both vector spatial data and raster data; such as satellite imagery used in remote sensing studies. The programming languages dealt with during the course are R and python. Professionals in private companies and research institutes are increasingly using scripting languages for applied spatial analysis. We notice that students still have a kind of 'scripting' barrier to overcome. Some students are afraid of scripting and others stick very closely to the examples given. We like to relax this attitude. From the perspective of an advanced course we like to change the cookbook approach in favor of a more explorative approach. Becoming more relaxed towards scripting and a more explorative approach means that some generic scripting principles must be known to create a 'core' script. On the other hand students have to learn which libraries are available for spatial data analysis and visualization and how these libraries can be used within the 'core' script.

Website

Dainius Masiliunas, Arend Ligtenberg, Corné Vreugdenhil, Nandika Tsendbazar

August 12, 2025

AI Prompt Library

The AI Prompt Library is a collection of prompt templates designed for educators and students to give you a starting point and inspiration you need to use Generative AI tools like an expert. What are AI prompts? A prompt is simply an instruction you give to a Generative AI tool to receive a customised output you are looking for. In the AI Prompt Library, you will find prompts such as Learning, Exams, Writing, or Feedback. The description of each prompt includes tips and disclaimers, which offer additional information about the prompt. The AI Prompt Library indicates which prompting methods were used and why they are important. The examples will help you experiment with your own prompts. Should you have prompt suggestions that could be useful for others, hit the submit your prompt button. Explore the wide range of AI prompts specifically crafted to support you in your teaching or studying. 4 principles when using GenAI tools: (1) You are responsible for your own work; (2) Be transparent about your use of AI; (3) Verify the correctness of the output; (4) Respect copyright and privacy.

Website

Michalina Kaminska, Katja Shcherbakova

June 6, 2025

Multilevel modeling for social scientists

The course builds on the knowledge and skills acquired in the previous methods courses. The course will introduce students to multivariate analyses of nested data using multilevel modeling techniques. The course focuses on the theory and application of fixed and, in particular, random effects models. Using data from the European Social Survey, the students will learn how to estimate and interpret such as models using Stata.

Document

Alex Lehr

June 6, 2025

How To Write A Quantitative Research Paper

So, you need to write a ‘quantitative’ research paper, and you want to know: what is the correct way of writing such a paper? The answer is, unfortunately: it depends … For one, there is no universally accepted, ‘correct’ way of writing any paper in the social sciences in general. Moreover, even just within the so-called ‘quantitative’ research tradition specifically, there exist different viewpoints on what makes for a good research paper. To muddy things up even further, how to write a paper will also depend on the specific research question(s) that it addresses. Hence, even the same scientist might opt for varying approaches in different papers. Having said that, it is possible to identify some common rules and practices that are often followed, as well as a number of practices that should generally be avoided. Based on these common rules and practices, this document is meant to help you on your way with writing a ‘quantitative’ research paper by offering a number of tips, tricks and rules-of-thumb. None of these rules and practices are set in stone, and you (or your teacher/supervisor) may have excellent arguments to deviate from them. However, in general, following them will greatly increase the quality of your paper.

Document

Alex Lehr, Roderick Sluiter

June 1, 2025

Transparency Document Generative AI

This document contains: (1) a transparency statement on the use of genAI in student assignments, (2) logbook for students to complete and attach to their assignment, (3) an appendix with instructions for effective prompting.

Document

Bas Heerkens

May 27, 2025

GenAI Geletterdheid

Lesmateriaal voor een werk/hoorcollege om studenten de basis van AI-literacy bij te brengen. Dit lesmateriaal bevat een PowerPoint en een lesplan en is gemaakt voor studenten Medische Informatiekunde, faculteit Geneeskunde UvA/ Amsterdam UMC.

Presentation

Remco Jongkind, Birgit van Berlo

May 27, 2025

GenAI Literacy English version

Course material for a lecture to teach students the basics of AI literacy. This teaching material includes a PowerPoint and a lesson plan and is made for Medical Informatics students, Faculty of Medicine UvA.

Presentation

Remco Jongkind, Birgit van Berlo