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Important differences
Assessment frameworks
for the higher education
accreditation system of
the Netherlands
2014-2016
September 2016
NVAO | Important differences Assessment frameworks HE system of the Netherlands 2014-2016 | September 2016 Page 2
Increased ownership of staff and students Reduction of administrative burden
The number of assessments comprised within the assessment framework has been
reduced from 7 to 2 (institutional audit and programme assessment). The overlap
between the institutional audit framework and limited programme assessments has
been removed;
More scope for institutions and programmes to gear assessments to their own aims
and objectives, and their internal quality assurance:
o no specified format for self-evaluations, existing documents may be used;
o institution “takes the lead” with respect to material to be inspected during site
visits (at its own discretion). Panels exercise restraint in requesting additional
information;
o programme assessment: option of meeting with NVAO, as a sector, to
discuss the structure of the process.
The role and involvement of students / participation council has been expanded:
o separate chapter submitted by students / programme committee (existing
programmes);
o self-evaluation submitted to participation council;
o improvement period: programme committee to provide advice on / assess the
improvement plan;
o institutional audits: the various standards explicitly specify the role and
involvement of the stakeholders.
Panel composition
All panel members receive training / briefing regarding the assessment in question;
Panel independency criterion formulated more concise (and to the point): no direct or
indirect ties that would lead to a conflict of interests;
For institutional audits, expertise requirements have been expanded with expertise
regarding effectiveness of quality assurance systems, social sphere, professional
field, expertise related to specific aspects (these are details).
Institutional audits
The standards pertaining to institutional audits have been formulated in a more active
manner and remain closer to the actual teaching: rather than placing an emphasis on
monitoring and directing educational quality, the standards now focus on keeping the
educational philosophy up to date and appropriate, realisation of the educational
philosophy, and sustainable quality development. For example, standard 3: from a
management information system generating aggregated information to organising
effective feedback with reflection and participation across all the layers of the
institution;
The separate standard of organisation structure has been incorporated into the other
standards; as a result, one standard has lapsed;
With respect to institutions holding a positive institutional audit decision, past
performance is taken into consideration in the assessment of applications for
extension of the validity of the audit;
NVAO | Important differences Assessment frameworks HE system of the Netherlands 2014-2016 | September 2016 Page 3
The involvement of the relevant stakeholders (staff, students, professional field) is
now explicitly specified in all the standards.
What has been added:
Explicit reference to the European Standards and Guidelines (ESG), and attention to
student-centred learning;
Assessment rules: judgement of “partially meets the standard” with respect to a
maximum of two standards carries the final conclusion of conditionally positive;
Assessment rules: judgement of “partially meets the standard” with respect to three
or more standards carries a “negative” final conclusion;
Option of having exploratory and in-depth visits take place successively for
institutions that have passed the institutional audit, or in the event of assessment by
an international panel;
One audit trail is described in more detail: in-depth examination of effectiveness of
quality assurance and risk management by programmes.
What has been deleted?
Preconditions for exploratory visits are no longer specified.
Programme assessments
A single framework for the various programme assessments (academic/professional
higher education, Associate Degree programmes, existing/new programmes);
Site visits: fewer format specifications – set-up and schedule now to be decided by
the institution;
Separation of accountability and improvement in actual assessment: first part of the
assessment pertains to accreditation, second part involves a development dialogue
between programme and panel (similar separation into advisory report for NVAO
decision-making and conclusions of development dialogue to be published by the
institution);
Quality of staff team rather than quality of staff.
What has been added?
Reference to the ESG and attention for student-centred learning;
Extensive assessments:
o Alignment with educational philosophy and profile of the institution (S1,
4);
o Explicit and widely supported quality assurance rather than periodic
programme evaluation (focused more on actual performance, closer to
stakeholders, as widely supported);
o The programme publishes accurate and reliable information regarding
the quality of the programme which is easily accessible to the target
groups.
NVAO | Important differences Assessment frameworks HE system of the Netherlands 2014-2016 | September 2016 Page 4
What has been deleted?
The framework no longer specifies that the panel decides on the “range of final
achievements” to be assessed as final projects of the programme. This is now up to
the programme;
Documents for inspection: this is now at the programme’s discretion; the framework
no longer specifies which documents must be made available;
Limited programme assessment in initial accreditations: the standard relating to
graduation guarantee and financial provisions has been deleted.
Information
We will keep in touch with you through direct consultations, our newsletters, and various meetings. In addition, you may:
email questions to: [email protected];
contact us during our telephone advice hours (from 29 September up to and including 15 December 2016): every Thursday from 11:00 - 12:00 a.m., via telephone number +31 70 312 2395.
Important differences
Assessment frameworks for the higher education accreditation system
of the Netherlands 2014-2016
September 2016
NVAO
Accreditation Organisation of the Netherlands and Flanders
Parkstraat 28 ⁄ 2514 JK The Hague
Postbox 85498 ⁄ 2508 CD The Hague
The Netherlands
T 31 70 312 2300
www.nvao.net
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