VU taxonomy
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Once the mix of exams in the curriculum covers all levels with the full VU taxonomy in the program, then all Dublin descriptors are covered and also sufficient attention is paid from the VU educational vision. It is already clear from the above that the VU taxonomy will remain a living taxonomy, which will evolves (in about a 5-year cycle) with changes in the Educational Vision VU and the concretised Educational Vision VU in which the debate on and optimization of the VU taxonomy will remain possible for many years to come. This liveliness will also encourage to keep making changes in the final learning objectives of the programs and the intended learning outcomes of courses in the light of the changing insights that the VU and society undergo over the years. |
After consulting test experts inside and outside the VU and with the approval of Stuurgroep onderwijs kwaliteit (STOK) and the VU transition team, the VU taxonomy has been developed to be able to explain the choice of assessment methods from an unambiguous language. On 6 July 2020 the VU taxonomy 2020 was finally defined for the first time by the Assessment Group VU (Toetsgroep VU), who offered itself responsible to keep this taxonomy alive and finds itself welcome for debate to keep the VU taxonomy optimized, please mail toetsgroep@vu.nl for any questions or improvement proposals.
For programme changes from 2022 and further, it is advised to use the VU taxonomy 2022 (shown below). This is an optimization of the VU taxonomy 2020, maid by a project group which is incorporating the VU taxonomy in the Manual for Quality Assurance of Teaching and Learning (work in progress).
Knowledge base
Each programme has it's own knowledge base in relation to humanity, programme, society and the world. In transferring the knowledge base, the intertwining of research and teaching plays an important role.
Typically suitable for...
Suitable assessment methods for learning goals within the knowledge base are: multiple choice assessments, assessment with open-ended type questions / short answers, 20-minute oral exam, progress test.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within the knowledge base are: concept map, constructing assessment questions, three minute essay, venn diagram, assignment, take home exam, assessment with open-ended type questions based on short cases, cloze test.
Can also be integrated into...
Learning goals within the knowledge base can also be assessed integrated into: essay, paper, assignment, take home exam, critical appraisal of topic (presentation), assessment with open-ended type questions based on short cases, portfolio (interview), dissertation (defence), advisory report, clinical case (presentation/defence), product design, product completion.
Programme specific skills in applying knowledge and understanding
Specific skills appropriate to the programme to apply problem-solving skills to social and academic issues in a well-reasoned manner. Where relevant, this transcends several disciplines and perspectives.
Typically suitable for...
Suitable assessment methods for learning goals within 'programme specific skills in applying knowledge and understanding' are: case based multiple choice assessments, assessment with open-ended type questions based on short cases, assessment with open-ended type questions / short answers, practicum, objective structured clinical examination (OSCE), 20-minute oral exam, case based progress test, programmatic assessment.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within 'programme specific skills in applying knowledge and understanding' are: multiple choice exam, assessment with open-ended type questions based on short cases, assessment with open-ended type questions / short answer examination, assignment, take home exam, critical incidents, constructing assessment questions, case study, presentation, speech, interview, debate, 20-minutes oral exam, concept map, three minute essay, venn diagram, contract.
Can also be integrated into...
Learning goals within 'programme specific skills in applying knowledge and understanding' can also be assessed integrated into: multiple choice exam, assessment with open-ended type questions based on short cases, assessment with open-ended type questions / short answer examination, essay, paper, assignment, take home exam, critical incidents, project, excursion, field trip, working visit, (poster) presentation, speech, interview, debate.
Open mind
The power of diversity leads to an inclusive view, new insights, innovations and scientific excellence, ability to question one's own position and to be open to other perspectives, to approach problems from multiple perspectives.
Typically suitable for...
Suitable assessment methods for learning goals within ‘open mind’ are: essay, paper, take home exam, assignment, debate, critical appraisal of topic / PICO presentation, 20-minutes oral exam, defense, portfolio (interview).
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within ‘open mind’ are: assessment with open-ended type questions / short answer examination, assessment with open-ended type questions based on short cases, peer review, questionnaire, (poster) presentation, interview, critical incidents, concept map, venn diagram, three minute essay, gobbet, cloze test.
Can also be integrated into...
Learning goals within the ‘open mind’ can also be assessed integrated into: multiple choice exam (case based questions, multiple answer, rank, hotspot, hotmatch), assessment with open-ended type questions / short answer examination, assessment with open-ended type questions based on short cases, excursion, field trip, working visit, practical, objective structured clinical examination (OSCE), (poster) presentation, interview, contract, project, dissertation (defence), case study, advisory report, clinical case (presentation/defence), product design, product completion.
Interpersonal skills
Hearing, seeing and knowing each other in a community of learners creating a positive learning culture, solving a problem in cooperation with others.
Typically suitable for...
Suitable assessment methods for learning goals within ‘interpersonal skills’ are typically suitable for formative assessment with which students can assemble learning treasures to show that they meet the set criteria for selective assessment, like: 360 degrees feedbackform, professional Behavior scoringform, project collaboration scoringform, supervision learnings or log, intervision learnings or log, play roles, work place assessment, skills assessment, critical incidents, self reflection, reflective journals, written STARRT’s (situation, task, action, result, reflection, transfer), portfolio, reflection interview, competency based / criterion based interview, job interview, 20-minute oral exam, programmatic assessment.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within ‘interpersonal skills’ are: consultation, critical appraisal of topic, PICO, peer review assignment, peer feedback assignment, Coöperative or planning assignment, practical, play roles, work place assessment, skills assessment, reflective journal, reflection interview, three minute essay, presentation, elevator pitch, debate, excursion, field trip, working visit, 360 degrees feedback, group work.
Can also be integrated into...
Learning goals within ‘interpersonal skills’ can also be assessed integrated into: assignment, take-home exam, excursion, field trip, working visit, practical, objective structured clinical examination (OSCE), (poster) presentation, interview, project, dissertation (defence), case study, advisory report, clinical case (presentation/defence), product design, product completion.
Oral communication
with (a) laypersons, (b) peers and (c) experts
Typically suitable for...
Suitable assessment methods for learning goals within ‘oral communication’ are: (poster) presentation, debate, defense, speech, (job) interview, 20-minute oral exam, play roles, work place assessment, skills assessment, critical incidents.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within ‘oral communication’ are: play roles, work place assessment, skills assessment, critical incidents, (poster) presentation, debate, elevator pitch, consultation, practical, play roles, work place assessment, skills assessment, excursion, field trip, working visit, 360 degrees feedback.
Can also be integrated into...
Learning goals within ‘oral communication’ can also be assessed integrated into: (poster) presentation, debate, reflection interview, interview, project, 20-minute oral exam, cooperative or planning assignment, critical appraisal of topic, PICO, excursion, field trip, working visit, practical, objective structured clinical examination (OSCE), job interview, portfolio, competency based / criterion based interview, programmatic assessment, dissertation (defense), clinical case (presentation/defense).
Written communication
with (a) laypersons, (b) peers and (c) experts
Typically suitable for...
Suitable assessment methods for learning goals within ‘written communication’ are: paper, take home exam, assignment, critical appraisal of topic / PICO paper, case study, review, systematic review, poster presentation, dissertation, advisory report, product completion, product design.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within ‘written communication’ are: three minute essay, gobbet, essay, assignment, take home exam, review, peer review, questionnaire, practical, contract, concept map, word tree.
Can also be integrated into...
Learning goals within ‘written communication’ can also be assessed integrated into: essay, assignment, take home exam, review, peer review, questionnaire, constructing assessment questions, excursion, field trip, working visit, project (report), portfolio.
Reflexive attitude and responsibility for own study career and success
Constructing personal learning goals and ambitions based on reflections, selfmotivating, studyplanning.
Typically suitable for...
Suitable assessment methods for learning goals within ‘responsible for own study career and study success’ are: contract, portfolio, reflection interview, competency based / criterion based interview, job interview, 20-minute oral exam.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within ‘responsible for own study career and study success’ are: practical, presentation, 20-minutes oral exam, critical incidents, contract, three minute essay, self-reflection, reflective journals, written STARRT’s (situation, task, action, result, reflection, transfer), reflection interview, working visit reflection, 360 degrees feedback analysis, group work role analysis.
Can also be integrated into...
Learning goals within ‘responsible for own study career and study success’can also be assessed integrated into: excursion, field trip, working visit, practical, presentation, contract, project, programmatic assessment, dissertation, portfolio, advisory report, product design, product completion.
Reflexive attitude and responsibility in society
Leading a group, planning a project, community service learning.
Typically suitable for...
Suitable assessment methods for learning goals within ‘own reflexive attitude and responsibility in society’ are: leadership or planning assignment, social work / task, work place assessment, skills assessment, critical incidents, portfolio, reflection interview, competency based / Criterion based interview, job interview, 20-minute oral exam.
Can be used as part of...
You can also assess learning goals at different moments during one course, using several assessment methods. In this case, assessment methods suitable for learning goals within ‘own reflexive attitude and responsibility in society’ are: self-reflection, reflective journals, written STARRT’s (situation, task, action, result, reflection, transfer), leadership or planning assignment, critical incidents, practical, play roles, reflective journal, reflection interview, three minute essay, presentation, working visit reflection, 360 degrees feedback, group work role analysis, interview, debate, concept map, venn diagram, three minute essay.
Can also be integrated into...
Learning goals within ‘own reflexive attitude and responsibility in society’ can also be assessed integrated into: excursion, field trip, working visit, contract, project, group work, dissertation, defense, portfolio, advisory report, product design, product completion.