1. Edy van Renselaar Edy.vanrenselaar@hu.nl 30 January 2018
9/15/2018
Assessor Training 2
Edy van Renselaar
30 January 2018

2. Contents Basic Training
Introduction to the assessment (12 January)
Practising with assessment tools (30 January)
Evaluating and reporting (20 February)
Practise assessment with student (after the summer)
Peer assessment and certification (after the summer)
 Follow-up masters training (16 February and 16 March)

3. Programme meeting 2
Criterion-Based Interview (CBI) and associated interview techniques
Practise using characteristically specific situations
Pause
Using the note-taking form during the assessment
Practise using student competency description
Closing

4. Criterion-Based Interview (CBI)
For the purpose of further clarifying information in the portfolio and gathering additional evidence of one’s competencies.
Gives the candidate the opportunity to exhibit their competencies, as well as reveal any hidden truths or false pretences.

5. Criterion-Based Interview (CBI)
Practise
In pairs, one person interviews the other (3 minutes per question):
You must have sometimes had to deal with a lack of order in your classes. Give me one example and tell me why you think this occurred.
Tell me what you did to improve the atmosphere in the classroom and the interaction of the students.
What was the effect of question 1 and question 2 on the respondent?

6. Criterion-Based Interview (CBI)
The role of expectations
Questions have a guiding effect
People seek confirmation, not disagreement
People ask questions that evoke confirmation of their own expectations

7. Criterion-Based Interview (CBI)

8. Criterion-Based Interview (CBI)

9. Criterion-Based Interview (CBI)
Self-fulfilling prophecy
Especially in situations in which there is a power differential
In such situations, small adjustments are made quickly:
- the student picks up subtle signals and starts 'inserting'
- the student soon begins to answer what is expected of them
Source: Vonk, R. (2009). Ego’s en andere ongemakken. Psychologie van alledaagse menselijke eigenaardigheden. Scriptum Psychologie
What are the signs? (from the candidate)
What is your own pitfall – and the signs of those?

10. Criterion-Based Interview (CBI)
Leave OPA at home, Bring LSD with you!
Opinions, Prejudice, Advice
Listen, Summarise, Demand more
Show that you have heard the other person
Check whether you have heard the other person correctly
Stay in control of the situation

11. Criterion-Based Interview (CBI)
SEAN is not DAFT
Seek Explanations, Accept Nothing
Don’t Answer For Them

12. Criterion-Based Interview (CBI)
Practise
In pairs, one person interviews the other. Change positions after 3 minutes.
How did your last lesson proceed?
Leave OPA at home, bring LSD with you
SEAN is not DAFT
What is your attitude in this? What is the result?

13. Criterion-Based Interview (CBI)
Open questions
Recognisable by questions that begin with an interrogative pronoun (what, how, why, etc.)
Allow the interviewee to answer freely.  
Offer the possibility of elaboration.
Allow for more nuanced answers.
Lead to the opinions of the interviewee.
Closed questions
Recognisable by questions that begin with a verb.
Let the interviewee choose from a limited number of alternatives.
Offer the possibility of short answers.
May force a ‘yes’ or ‘no’ answer.
Lead to facts and can cover up opinions.

14. Criterion-Based Interview (CBI)
Questions to avoid
Judgemental Why do you nag like that?
Multiple Do you want soup and bread, meat or fish and then ice cream or coffee for dessert?
Multiple choice Do you want to go left or right?
Posing What do you think of the fact that more than half of the students didn’t participate?
Suggestive Don’t you think it was restless in class?

15. Criterion-Based Interview (CBI)
Begin with what the student is capable of doing
Ask questions in areas where you require more information
Give the candidate the opportunity to (further) exhibit their competencies

16. Criterion-Based Interview (CBI)

17. Practising with the CBI
In teams of three: Assessor, Candidate, Observer - 3 rounds
Prepare the CBI (10 min.)
Read the characteristically specific situation of your candidate
Prepare questions, use STARR
Conduct the CBI (3 x 10 min.)
The assessor questions the candidate
The observer pays attention to the question technique and impact on the candidate
Discuss the CBI (3 x 10 min.)
First the candidate, then the assessor, then the observer

18. Practising with the CBI
Things the assessor should pay attention to
What kind of information do you need in order to assess the candidate's competence?
What questions should you ask to achieve this (STARR)?
How do you make the candidate feel at ease?
Bring LSD and leave OPA at home.

19. Practising with the CBI
Things the observer should pay attention to
Is the candidate getting enough opportunities to exhibit his or her competence?
Is the assessor using the STARR method?
How much of LSD and OPA are you observing?
Which questions help the candidate, and which limit his or her answers?

20. Practising with the CBI
In teams of three: Assessor, Candidate, Observer - 3 rounds
Prepare the CBI (10 min.)
Read the characteristically specific situation of your candidate
Prepare questions, use STARR
Conduct the CBI (3 x 10 min.)
The assessor questions the candidate
The observer pays attention to the question technique and impact on the candidate
Discuss the CBI (3 x 10 min.)
First the candidate, then the assessor, then the observer

21. The note-taking form
beschrijven

22. The note-taking form Individually: In pairs: Plenary discussion
Read competence 1 and view the associated evidence
On the note-taking form, write down what evidence you have seen and what questions you would ask during the CBI
In pairs:
Share your experiences
Together, formulate one or more questions using the STARR method
Plenary discussion
What has been shown? What do you base your conclusion on?
What questions should be asked during the CBI?

23. Looking back at meeting 2
Criterion-Based Interview (CBI) and associated interview techniques
Practise using characteristically specific situations
Using the note-taking form during the assessment
Practise using student competency description

24. Looking ahead towards meeting 3
Assessment framework
Assessment errors
Assessing and reporting
Using the assessment form

25. Preparing for meeting 3 Read Sinke, Chapter 10
Write a brief reflection on meeting 2  
Student’s portfolio and presentation
Read the section of the portfolio and view the video recording of the presentation
On the note-taking form, write down what you think is already evident and what questions you would ask during a CBI
Bring your completed form with you on 20 February