{"id":9450,"date":"2025-10-01T15:32:31","date_gmt":"2025-10-01T13:32:31","guid":{"rendered":"https:\/\/ecio.nl\/praktijkinspiratie\/educational-approach-a-and-b-variant-fairer-testing-at-windesheim-ict\/"},"modified":"2026-05-05T11:53:45","modified_gmt":"2026-05-05T09:53:45","slug":"educational-approach-a-and-b-variant-fairer-testing-at-windesheim-ict","status":"publish","type":"praktijkinspiratie","link":"https:\/\/ecio.nl\/en\/praktijkinspiratie\/educational-approach-a-and-b-variant-fairer-testing-at-windesheim-ict\/","title":{"rendered":"Educational approach | A and B variant: fairer testing at Windesheim ICT"},"content":{"rendered":"\n
\"\"<\/figure>
\n

<\/p>\n\n\n\n

\n

“Create support. Include all parties right from the beginning.”<\/em><\/p>\n<\/blockquote>\n<\/div><\/div>\n\n

<\/p>\n\n

Not every student comes into his or her own with a traditional, written form of test. Some write easily, others express themselves better orally. And yet a lot often depends on a single report. The HBO-ICT program at Windesheim takes a different approach. Students choose how they show what they can do: in writing (A-variant) or orally (B-variant). This allows them to express themselves in a way that suits their strengths. We spoke with Jan Nauta (lecturer HBO-ICT) and Jo Platenkamp (coordinator Studying with a disability) about this development and implementation of alternative test forms within the HBO-ICT program. <\/strong><\/p>\n\n

What prompted you to modify key provisions?<\/h2>\n\n

Jan:<\/strong> “The formal reason for adjusting the test forms was the UN Convention on the Rights of Persons with Disabilities. At Windesheim, some 12.5% of students officially have a disability, and that’s excluding dyslexia, so the actual number is higher. <\/p>\n\n

However, the immediate impetus came from practical experience. We saw students who, during their internship or graduation assignment, functioned excellently, had a strong story and could tell it well. But as soon as they had to put that story on paper, especially the reflection part, they got stuck. There was a concrete situation where a student did a fantastic presentation and talk, but whose report was still inadequate. This led to the question: do you test whether someone is a good engineer, or do you primarily test writing skills?”<\/em> <\/p>\n\n

\n

“If you want to give everyone equal opportunities, you have to vary test forms.” – Jan<\/em><\/p>\n<\/blockquote>\n\n

For which students is this facility intended?<\/h2>\n\n

Jan:<\/strong> “The provision of two test forms, the A and B variant, was initially for students with disabilities, especially students with autism. We soon decided to make the A or B variant available to all students. This was to avoid stigmatization and because it turned out that the problem of difficulty with written expression (especially reflection) affected a much broader group of students. About a third of the students now choose the B variant.”<\/p>\n\n

Jo:<\/strong> “It’s about the student choosing what suits him or her best. One student even indicated that, without the oral option, they would never have been able to complete the program.”<\/p>\n\n

What is the difference between the A and B variants?<\/strong><\/p>\n\n

Jan:<\/strong> “Both pathways start the same. Students write weekly progress reports in which they briefly describe activities and choices. That forms a kind of ‘bead necklace of reflection.’ Halfway through, a teacher visits the internship company. Until the completion of the assignment, everything is identical.”<\/p>\n\n

“The difference is in the form of reporting. Also in variant B, students deliver the professional products, such as a research report, in writing. In variant A, students write a report containing their reflection on the assignment. Examiners read this in advance. In variant B, however, students do not deliver a report but a PowerPoint presentation that serves as the basis for a talk. This conversation itself is not a presentation, but a dialogue: an in-depth conversation in which the student verbally explains choices made and professional attitude. Thus, the rubric and professional products are exactly the same for both variants.”<\/p>\n\n

A variant<\/th>B variant<\/th><\/tr><\/thead>
Start assignment<\/td>Start assignment<\/td><\/tr>
Weekly progress report(throughout the assignment)<\/td>Weekly progress report(throughout the assignment)<\/td><\/tr>
Halfway company visit<\/td>Halfway company visit<\/td><\/tr>
Instruction on report writing (peer review)<\/strong><\/td>Instruction on conversation with PowerPoint (intervision)<\/strong><\/td><\/tr>
Portfolio submission (with report)<\/td>Turn in portfolio (with PowerPoint for discussion).<\/td><\/tr>
Examiners read report<\/strong><\/td>Conversation following PowerPoint (with audio recording)<\/strong><\/td><\/tr>
Session (final presentation, interview and assessment)<\/td>Session (final presentation, interview and assessment)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n

Do students run into problems choosing?<\/h2>\n\n

Jo:<\/strong> “It’s often pretty clear what suits a student. By the time they graduate, they’ve practiced and know what works. Most students really do have a good idea of that. Of course, as a student supervisor, you have a role in this as well. You’ve known your student for years and discuss what fits best. Actually, the choices are rarely surprising.”<\/p>\n\n

Jan:<\/strong> “Moreover, there is a switch moment halfway through. If a student finds that the chosen form is not working after all, they can still switch. Even in the case of a retake, we look together at what fits best.”<\/p>\n\n

\n

“The differences between A and B are limited, but it can make a world of difference for the student.” – Jo<\/em><\/p>\n<\/blockquote>\n\n

What are the experiences of students and teachers?<\/h2>\n\n

Jan:<\/strong> “Students’ experiences with the A and B variant are positive. In the pilot phase, it appeared that students were able to express themselves better in the form that suited them. Many students indicated that they were able to express their stories well and that they would recommend this approach to others.”<\/p>\n\n

Jo:<\/strong> “There were concerns among teachers in the beginning: they feared that students would choose the ‘easiest’ option and that the level would drop. In practice, that turned out not to be the case. Students think seriously about which form suits them best and discuss this with their student supervisor.”<\/p>\n\n

Jan:<\/strong> “Teachers have varying experiences. Some colleagues experience more work pressure with the B variant, for example because the interview requires a different form of preparation. Most of them say it doesn’t really matter. It mainly depends on what you feel comfortable with as a teacher. I myself am not very good at quickly analyzing conversations and asking the right questions. I like to work with a colleague who can do that better.”<\/p>\n\n

Jo<\/strong>: “Teachers also get to choose whether they want to supervise the A or B variant. Like the students, they choose what suits them. That helps create support. When assessing thesis assignments, we always use the four-eye principle. That also ensures that new colleagues can learn it gradually.”<\/p>\n\n

What did it take to get the teaching team and other stakeholders on board?<\/h2>\n\n

Jan:<\/strong> “In 2017, a whole process was set up in which we figured out all kinds of things, including other variants. We then started trying things out with students. That was quite a hassle, in the good sense of the word. Everything was done in consultation with the examination board, because we did start experimenting with the final examination. We were given the necessary space for that. <\/p>\n\n

We also wrote newsletters that we sent to interested parties. We asked managers to write pieces so that they too would be involved. During a study day, we spent the whole morning on this idea. In the afternoon we broke up into groups and everyone was allowed to give their opinions. Of course then there was discussion. But there was room for that, air. <\/p>\n\n

Despite all the discussion, the idea landed very well. It was deployed as a pilot. Soon it was widely introduced. We have been working on it ever since. Such a process does require real care.” <\/p>\n\n

Jo:<\/strong> “The examination board has to be involved, as well as as as many other parties as possible. You have to let it grow slowly. In the beginning there was resistance, or rather fear. “Won’t the quality go down then?” And rightly so. That’s why we called it a pilot and emphasized that we were going to experiment. It helped enormously that the reason was recognizable: many teachers had experienced firsthand how frustrating it is to have to give a capable student a low grade because of a poor final report. That shared experience made it easier to get colleagues on board.” <\/p>\n\n

What would you do differently afterwards?<\/h2>\n\n

Jo:<\/strong> “In retrospect, we would offer proper training for teachers from the beginning.”<\/p>\n\n

Jan:<\/strong> “New colleagues often have had no training. Fortunately, there is a construction with two assessors, where the experienced assessor takes the new one along.”<\/p>\n