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HBO/WO

MBO

July 15, 2024

Evaluating sources through critical reading

In this module you will learn to understand what critical reading is and why it is important to practice, and to evaluate the content of a source by applying critical reading techniques.

Website

Maastricht University Library

2024

Rubric for assessment of MSc-internship at Wageningen University

This is the rubric to be used for the assessment of research internships at Wageningen University

Document

Arnold Moene

2023

Critical Thinking in Legal Education (article & toolkit) - by Bart van Klink

Critical thinking is generally considered to be one of the central goals – if not the ultimate goal – of education. Critical thinking, as part of liberal learning, is done primarily for its own sake, for the sheer pleasure of thinking against the grain, exploring new ideas and thereby contributing to the development of scientific knowledge. The liberal conception of critical thinking is under threat, since education is nowadays turned into some form of social engagement. Increasingly, academic education is conceived in instrumental terms as a means to achieve some non-academic end: to create responsible ‘academic citizens’, who are committed to the values of diversity and inclusion and who are engaged in solving contemporary social problems. Against this tendency, this article defends a liberal conception of critical thinking in academic legal education and addresses three questions: (i) what is critical thinking? (ii) why do we need critical thinking? and (iii) how can we, as teachers, promote critical thinking in our students? Finally, it raises the question of whether a liberal conception of critical thinking rules out any kind of social engagement as pursued by universities in the present day.

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B.M.J. van Klink

2024

Rubric for assessment of MSc thesis at Wageningen University

This is the rubric to be used for the assessment of MSc thesis at Wageningen University.

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Arnold Moene, Mieke Latijnhouwers

July 7, 2020

Rubric for assessment of MSc-thesis

Assessment rubric for master thesis at Wageningen University, in use since 2010. Version: 1.1. The rubric has been developed to match the criteria used in the compulsory assessment form used throughout the University. The rubric is intended to clarify expectations to students, enable conversations about grading en homogenize assessment between assessors.

Document

Arnold Moene, Blair van Pelt

2024

Rubric for assessment of MSc research practice at Wageningen University

This rubric is to be used for the assessment of an MSc research practice.

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Arnold Moene, Mieke Latijnhouwers

September 20, 2019

6. Risk Assessment & Regulation

This chapter is the sixth chapter of 'Toxicology, an open online textbook' . The textbook aims at covering the field in its full width, including aspects of environmental chemistry, ecotoxicology, toxicology and risk assessment. The chapter is about the essence of risk assessment, ecosystem services and protection goals, predictive and diagnostic risk assessment approaches and tools, regulatory frameworks, risk management and risk communication and about risk perception.

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Kees van Gestel

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

2024

Rubric for assessment of MSc professional internship at Wageningen University

This is the rubric to be used for the assessment of an MSc professional internship. The DOI always refers to the most recent version.

Document

Arnold Moene

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