Senior Examination Qualification (SEQ)

Our university-wide SEQ programme (in Dutch: SKE) is intended for UTQ-certified lecturers with an interest in assessment, in particular those who:

1. are members of a board of examiners or programme assessment board, or aspire to such a position;

2. work as programme coordinators, or aspire to such a position.

Participation in the SEQ programme is by nomination from the faculty boards. Each year, the faculty boards nominate qualified senior lecturers to partake in the programme.
Through the SEQ programme we support lecturers who wish to develop themselves as assessment experts within their own faculty and who want to contribute to ensuring and safeguarding the quality of assessment at curriculum or programme level.

Content of the SEQ programme

The SEQ programme has been designed in accordance with the national quality requirements for SEQ and consists of six three-hour thematic sessions on topics such as: test analysis, assessment plans, and AI & assessment. During and between sessions the participant works on short, practical assignments, making use of material from their own department as much as possible. The SEQ concludes with a final assignment in which the participant reflects on their work and their own development in relation to the SEQ quality requirements.

The SEQ programme is a suitable follow-up to the UTQ and can serve as preparation for the STQ programme (though it is not a prerequisite for this).

Quality requirements

Upon completion of the SEQ programme, the senior lecturer will be able to:

• operate within the context of assessment policy and -organisation, and advise on these matters in accordance with their role and responsibilities;

• make an active contribution to the development and evaluation of the programme’s assessment framework, and advise on its (re)design;

• apply assessment knowledge and -skills effectively by supporting and guiding colleagues in the assessment process, and evaluate the quality of assessments;

• as a critical professional, remain focused on the ongoing development of their own assessment competence, and engage in or initiate discussions on the importance of assessment competence within the degree programme.

Practical information