Preparing for evaluation

How does an oral exam proceed?

An oral exam is a type of assessment that involves a discussion between the lecturer and the student to check whether the student has mastered the required course objectives. An oral examination is usually used to assess the insight, the skills, the attitudes and/or the competencies which are more difficult to verify in a written examination (e.g. defending a standpoint, critical thinking, argumentation, etc.).

In an oral examination, the examiner will usually ask a few open questions. An open question is a question requiring a more in-depth response. So, they are not usually multiple choice questions or yes/no questions.

Sometimes the questions will be presented to you in writing. Sometimes you may be allowed to select the questions from a set of cards. In most cases, you will be allowed written preparation time. During the oral examination, the lecturer may ask additional questions, enabling you to further clarify your answer.

How can I prepare myself for an oral examination?

• As much as possible, try to find out how oral examinations are usually conducted. You may find this information in the examination timetable. Will the lecturer ask many questions or will it be more in the form of a discussion? Does the lecturer have any particular ‘pet subjects’: things you know he is particularly interested in? Does the lecturer just want to hear the general outline or also the details? How much time will each student be allowed? Can you prepare the answers in writing?
• An oral examination is, as it were, a demonstration of your thinking aloud about the subject matter. Practise that with others. Talk about the subject. Talk out loud whilst studying, or ask someone to question you. This will train you to put your knowledge into words.
• Ensure that you have a thorough understanding of the learning content. An oral examination is an ideal way to test insight. If you just learn everything by heart without any real understanding, this will soon come to light.
• If you have any questions, ask your teacher.

​​​​​​How should I approach the written preparation?

• Avoid writing full sentences during your preparation. Restrict yourself to a brief and structured diagram of answers using only keywords, unless the lecturer has stated otherwise.
• Keep an eye on the time.
• Make use of this verbal discussion to demonstrate that you have mastered the required competencies. The oral explanation is more important than the written part, even if you hand your written preparation to the lecturer afterwards.

How should I present myself?

• Wear smart clothing in which you feel comfortable and that isn’t too revealing or formal.
• Try to adopt a quiet, friendly and self-assured demeanour. Sit up straight and make regular eye contact.

How should I respond to the questions asked?

• Listen carefully to the question.
• Do not allow yourself to be put off. If you do not immediately understand the question, then ask the lecturer for clarification or rephrase the question. For example: “If I understand correctly, you are asking…”. Listen out for possible reactions or additional comments from the lecturer.
• Before you start, say what you are going to explain in your reply and then start your explanation. For example: “First, I will cover the characteristics of the Gothic style, and I will then give a few examples of Gothic buildings in Ghent.”
• Give a logically structured reply.
• Situate your reply within the entire course.
• Tell the lecturer what you know. Just take your time to develop your talk. If you know your subject matter well, then some aspects will be so obvious to you that you may forget to talk about them. If necessary, use appropriate examples.

How can I take care of the way I speak?

• Reply in a dynamic and interesting manner. Avoid speaking in monotonous tone and rattling on.
• Say the answer instead of reading it without making any eye contact.
• It would be preferably to say: “I must think about that for a moment.” or “I am looking for the correct term.” instead of using a long interjection ‘Um…’.
• Take care of your language, but do not exaggerate. Avoid dialects and slang.

How should I conclude the oral examination?

Always end your explanation with a conclusion in which you summarise your answer.

What should I do upon completion of the oral examination?

• After the examination, do not worry about your marks. At the end of the oral examination, lecturers will not tell you your marks. A comment such as 'good' or 'you can go now' or 'next' does not necessarily mean what you’re thinking.
• If you have failed, then it is best to think about the following: What went well? What went wrong? Did you know/not know your subject matter thoroughly? Were you surprised by the procedure?
• You can always ask for feedback.

Sources

• Clement, L. & Laga, E. (2005). Steekkaarten doceerpraktijk. Antwerpen-Apeldoorn: Garant.
• Goethals, E. (2010). Stop met blokken, leer studeren. Gent: Arteveldehogeschool.
• http://www.leidenuniv.nl/ics/sz/so/psy0604.html
• http://www1.katho.be/page.aspx?smid=2277

What is an online oral exam?

An oral examination is an assessment method in which a digital interview between the lecturer and the student are used to check to what extent the student masters the predetermined objectives. Usually, Microsoft Teams are used to conduct oral examinations.

In higher education, oral assessment is generally used in two situations:

• to assess insights, skills, attitudes, and/or competences that are difficult to assess in writing (for instance defending a viewpoint, critical thinking, argumentation, etc.);
• as an alternative to a written examination.

Oral exams usually have a limited number of open response questions. An open response question is a question to which a long(er) explanation is expected as an answer. So these are usually not multiple-choice questions or yes/no questions.

Sometimes the questions are presented to you in writing. Sometimes you will be asked to pick questions blindly. Usually, you get some preparation time per question, even when it is only to organise your thoughts. During the oral exam, the lecturer may ask some additional questions to clarify your answer.

How can I prepare for an online oral exam

• Collect as much information as possible about the practical arrangements. Sometimes this information can be found with the exam schedule. For instance: does the lecturer ask a lot of questions, or is it more like a conversation? Does the lecturer have any pet subjects? Things you know she or he finds very important? Is the lecturer interested in the broad lines, of does (s)he want details too? How much time is provided per student? Can you prepare your answers in writing?
• You can see an oral exam as a demonstration of thinking out loud about the content. You can practice this with others. Discuss the learning content. Study aloud, or let someone question you. This way, you can train how to put what you know into words.
• Make sure that you understand the learning contents well. An oral exam is the perfect method to test your understanding. If you learn contents by hard, it is likely that you will fail.
• Answer some sample questions so you are familiar with the types of questions.
• Check the schedule of the oral exam, so you are online on time.
• Put on neat and comfortable clothes.

What practical arrangements should I make?

• Make sure you always have your student card with you.
• Make sure you have a pc or laptop with a webcam and a stable Wi-Fi / internet connection.
• Make sure your pc or laptop is fully charged before the start and check if the charging cable is connected to the power supply.
• Make sure you have a webcam.
• Put your pc or laptop on a stable surface. Do not sit on the sofa or in bed.
• Avoid distractions on your walls and on your desk.
• You can only have approved materials within reach.
• Except for the computer or laptop you will use for your oral exam, other digital information carriers (smartwatches, other smartphones, etc.) and watches are not allowed.
• Make sure you have a separate and quiet room where no one else is present. Close the doors and windows, so you will not get disturbed by environment noise.
• Put a post-it on your (front) door, so no one disturbs you during the exam.
• Do not sit outside, so you are not bothered by too much light.

How does the exam proceed technically?

• 15 minutes before the exam starts, you should be ready, have the program that will be used for your exam (e.g. Teams) open, and have your webcam activated. E.g. If your oral exam is scheduled at 9, you should be ready at 8:45. Bear in mind that the online oral exam may be delayed (for instance because of technological issues). The lecturer will inform you via digital channels.
• Make sure to check out the practical guidelines from your department. The approach may be different for every course. Will the lecturer, for instance, video call you, or do you have to sign in to an online waiting area with a supervisor? Which programs must / can you have opened? Are you allowed to use a second computer screen or not? Etc.
• If your exam proceeds via Microsoft TEAMS:
  • Install Microsoft Teams on your pc or laptop.
  • There is an online version too, but it is better to use the desktop app.
  • Test this app in advance together with a fellow student.
  • Install the app on your mobile phone as well, so you can switch to your phone if you have problems on your laptop.
• The lecturer can record the oral examination, supported by article 121 of the study contract. In Teams, you get an automatic notification on top of the screen.

How can I master a question orally?

• Try to adopt a peaceful, friendly, and self-assured attitude. Sit up straight and make regular eye contact.
• Listen carefully to the question.
• Don't get confused. If you don't understand the question at once, then ask the lecturer to explain it, or rephrase the question. For instance: 'If I understand correctly, then you are asking about ... '. Pay attention to possible reactions or additions of the lecturer.
• Start by saying what you will explain in your answer, and then start your explanations. For instance: 'I will first run through the characteristics of the Gothic style, and next I will give some examples of Gothic buildings in Ghent.'
• Give a concise and logically structured answer.
• Know where your answer comes in the totality of the syllabus.
• Say what you know. Take your time to develop your discourse. If you know the learning contents well, some elements might seem so obvious that you forget to mention them. If needed, then illustrate what you say with fitting examples.
• Is your answer quite long, then always end with a conclusion in which you summarise your answer.
• Take care of your language.

How can I deal with stress?

• Try not to be nervous: the lecturer will understand that unexpected events might disturb the silence in your room. Don't stress if your webcam or sound falters. The content is what matters.
• Do not worry about the non-verbal attitude of the lecturer. A stern look or frown, looking away, ... are usually not an indication of your grading. Conducting online oral exams for days in a row is a heavy job.
• Just like in a written exam, in an oral exam too, you may have a moment when things don't go very smoothly. That may feel awkward because someone is watching you. You should realise you are not expected to know everything, only to know enough. Take a deep breath, sometimes the answer might pop in your mind.
• You can admit that you don't know certain things very well. Sometimes an additional question from the lecturer may get you going again.

Sources

• Clement, M. & Laga, E. (red.) (2005). Steekkaarten doceerpraktijk. Antwerpen-Apeldoorn: Garant.
• http://www.leidenuniv.nl/ics/sz/so/psy0602.html
• Info sheet from the Expertise Network Business and Management

How does a multiple choice exam look like?

A multiple choice exam consists of a series of questions, and each question comes with a list of possible answers. You have to tick the correct answer (tip: read the question thoroughly), there is mostly only one correct answer. For example:

The municipality of Herentals is situated in the province of:

a. Limburg

b. Antwerp

c. Flemish Brabant

d. East Flanders

(*The correct answer is Antwerp)

Multiple choice questions focus mainly on knowledge, comprehension and application. It is certainly not just about facts and knowledge, as the test may include questions relating to insight. Your lecturer may present you, for example, with a short case story, a newspaper article, a graph, an illustration or a table followed by a number of insight-related questions.

How should I prepare for a multiple choice examination?

• Read and study the course syllabus for compulsory learning content and the literature. Pay particular attention to accurate statements, clear definition of concepts, theoretical field of application, legislation, formulae, etc.
• Do not just study based on recognition! Even though you do not have to write down any answers, you still have to study intensively and understand the subject matter. To be able to distinguish the correct answer from the wrong misleading ones, you must have thorough knowledge of the learning content. Accuracy and completeness (e.g. dates, numbers, names, ...) are even more important than in other types of assessment.
• Draw up a summary and perhaps convert it into a mind map. By drawing a mind map, you will gain a good overview of the connections between the various sections of the course.
• Explain difficult sections to a fellow student. This will tell you whether you have understood everything correctly. If you have not quite mastered certain aspects, then study the content again and continue to practise.
• Practise the methodology of a multiple choice examination in advance in non-stressful conditions. You can practise the model examination questions which your lecturer has discussed during your contact sessions, or by using examination questions from previous academic years. Ensure that you understand the reasoning behind the answer; certainly do not learn these answers by heart. Surf the internet for more examples and tests.
• Make sure you have a good night’s sleep before you take the multiple choice examination.

How should I approach a multiple choice question?

• Think of your own answer first. In this way, you will not be confused by the possible answers. Therefore, cover the possible answers with your hand or with a piece of spare paper.
• Apply a system of rounds.
  • Complete the first round of questions to which you know the answer. Skip those questions you do not yet know the answer to. If possible, tick the box first on the draft side of the answer sheet.
  • As part of the second round, fill in the difficult questions. Skip the very difficult ones.
  • In a third round, make time for the very difficult questions.
• Thoroughly read the question and the possible answers. Look for keywords. Read with care, but do not read too deeply into the question, either. Certainly do not interpret all questions as trick questions. Watch out for the use of words in the questions (e.g. not, always, etc.).
• Look for the ‘best’ possible answer and not the 100% ‘perfect’ answer. Some possible answers are just ‘nonsense’, other possible answers are only just slightly ‘less correct’.
• If there are four possible answers, the general rule is:
  • One of the four alternatives is obviously incorrect.
  • Upon reflection, a second alternative seems to be incorrect.
  • Now determine which one of the two remaining possible answers is the correct one.
• Keep an eye on the time and use it efficiently.
  • Do not spend too much time on one question of which you are uncertain.
  • Also, do not read the questions too fast.
  • The timescale for a multiple choice examination can vary between 1 and 3 hours, depending on the number of multiple choice questions and the number of possible answers.
    • 75 seconds is the average response time allowed for a multiple choice question with a list of 4 possible answers.
    • 60 seconds is the response time for a multiple choice question with a list of 3 possible answers.
• At the start of your examination, it might be helpful to write down the titles of the chapters in the correct order on your rough copy. For each question, check which chapters cover these questions.

How should I use the answer sheet?

• First solve the questions on your rough copy, and at the end of the examination copy the right answers on the examination paper you will have to hand in to your lecturer.
• In a multiple choice examination, you may receive two documents: one containing a set of questions and an answer sheet.
  • The set of questions contains all the questions with all the possible answers.
  • The answer sheet does not contain any questions or answers, all you have to do is tick the possible answer of your choice. You do this by fully colouring in the bullet point against a, b, c, or d. This is the answer sheet that will be corrected.
• Sometimes education establishments use answer sheets that are automatically computer-processed. In that case, be aware of the following:
  • Carefully colour in the bullets. If you colour outside of the lines, the software program will not be able to recognise your answer.
  • Focus intently on the question numbers!
• A multiple choice examination may be paper-based or computer-based on an online learning platform.

Should I take a guess if I am not sure of the answer?

• In a multiple choice question, the correct answer will feature among the given possible answers so you do not have to produce the correct answer yourself. This means that you could take a guess and tick one of the possible answers at random. If there are four possible answers, then you have a 25% chance of ticking the correct answer. If there are three possible answers, that percentage is 33%. However, only take a guess as a last resort. First reflect and see whether you know the correct answer.
• Ask if a correction for guessing will be applied. This means that a correction will be applied for every wrong answer. You not only receive marks for a correct answer, but you also lose marks in the case of a wrong answer. A correction for guessing also determines whether it is an intelligent guess.
• If you have any questions, ask your teacher.

What should I do if I am not sure which answer to choose?

Remember the following general rules in case of doubt:

• Do not spend too much time on a question of which you are unsure.
• Read through the question and the possible answers carefully once more, and compare the keywords.
• If you are well-prepared and if you have read the question carefully, your first impression is usually the right one.
• Do not panic. It is not because you are struggling to answer one particular multiple choice question that you will not be able to reply to the following question. A multiple choice examination usually contains many questions, so you will be tested on many different aspects of the learning content.
• Do not look for a pattern in the letters of the correct answers. Everything is possible. If you think that the correct answer comes up as (a) four times in a row, then tick them accordingly. Please keep in mind that possible answers are enlisted in random order.
• Cover the answers and try to guess the right one.

How do I approach a correction for guessing?

Sometimes students’ potential guessing behaviour is compensated for by building in a correction for guessing. This means that you receive marks for the percentage of correct answers, but also that you lose marks for wrong answers. In most cases, the lecturer will deduct 1/ (number of possible answers – 1) if the answer is wrong. Leaving the question blank or no answer means you don’t lose or gain points.

For example: Let’s say that in the case of a multiple choice question with a choice of 4 possible answers, you select answer b. However, the correct answer is a. This means that 1/3 of a point will be deducted from your total score.

• If the correction for guessing is not applied, it would be best to answer all the questions. After all, in this case, you can only gain marks without losing any.
• If the correction for guessing is indeed applied, then you must - if you are unsure about the answer – choose to either leave the answer blank or take a guess. If you leave the answer blank, no marks will be deducted for a wrong answer. However, if you do tick a possible answer, then marks will be deducted if it is wrong, but you can naturally also gain marks if the answer is indeed correct. If you are unsure, it is still recommended to make a guess if you can exclude a number of possible answers. If you definitely do not know the answer, then it is better not to guess.

When I have checked all the questions, should I then also check all of my answers?

When you have finished all the multiple choice questions and check through them once more, then do not change all of your answers. ‘Correcting’ would then be ‘making things worse’. Only make corrections if you now have a greater insight. Do not make corrections just because you are worried or are really starting to have doubts.

What can I expect from the lecturer in the case of a multiple choice examination?

• The lecturer will inform you in advance about the way in which the multiple choice examination will be conducted: time available, paper-based or computer-based, whether a correction for guessing will be applied, etc.
• The lecturer may cover model examination questions during your contact sessions or in the course material.
• The lecturer determines the mark. Sometimes the education establishment stipulates that you have to answer a specific percentage of the questions to pass the examination. For example: ‘You have to answer 60% of the questions to pass.’

What feedback will I get after a multiple choice examination?

• You will receive a mark based on the number of correct and incorrect answers (and a possible correction for guessing), considering the pass mark.
• A subsequent discussion will give you greater insight into what you have and have not understood. You can always ask for feedback.
• Upon request, you can view the multiple choice examination during a feedback session.

Sources

The following references have been used to compile this information. Please don't hesitate to refer to them for additional tips:

• Clement, M. & Laga, E. (red.) (2005). Steekkaarten doceerpraktijk. Antwerpen-Apeldoorn: Garant.
• http://www.leidenuniv.nl/ics/sz/so/psy0602.html
• http://www.score.hva.nl/s_kennistoets.html
• http://www.studiecoach.ou.nl/tentamendoen/index.php
• http://www1.katho.be/page.aspx?smid=2278

What is an online multiple choice exam?

A multiple choice exam consists of a series of questions, each with a set of answer options to choose from. Online, this exam usually proceeds via the Canvas course of the course unit.

Multiple choice questions focus mainly on knowledge, understanding, and application. Not only factual knowledge is tested, understanding as well. Your lecturer may for instance present you with a short case, newspaper article, chart, figure, or table, followed by a question with some alternative answers, testing your understanding.

What is the best way to prepare for an online multiple choice exam?

Believing that a multiple choice exam will be easier because you have the answer options is a pitfall.

But it does ask for a different way of studying:

• Do not rely on recognition alone when studying! You won't have to write down answers, but you still need to study thoroughly and really understand the learning contents. Only when you know the learning contents very well, you will be able to distinguish the correct answer from the incorrect distractors. Accuracy and completeness are often even more important than in other evaluation methods.
• Make a summary and put this in a mind map if you like. By creating a mind map, you will get a good overview of the cohesion between the various sections.
• Explain difficult sections to a fellow student. In this way, you find out if you really understand everything. If you do not master certain sections very well, you study the learning contents again and continue practising.
• Practice the methodology of a multiple choice exam in advance in a non-stressful situation.
  • You can practice with the sample exam questions the lecturer discussed during the contact moments, or with exam questions from previous years. Make sure that you understand the reasoning behind the answer; do not learn the answers by heart.
  • Via http://www.leidenuniv.nl/ics/sz/so/mctent/tvrg.html you can run through a sample multiple choice exam. You will be presented with ten problems. Use pencil and paper to solve them if needed. Choose the best answer and click it.

How do I approach a multiple choice question? Five tips

TIP 1 - Divide the exam into different rounds

• In the first round, answer the questions you know the answer to. Skip what you do not know.
• In the second round, answer the difficult questions. Skip the really hard questions.
• In a third round, take the time for the really hard questions.

TIP 2 - Read carefully

Search for the key words and read carefully. Mind the formulations in the questions (e.g. not, always, etc.) and do not interpret every question as a trick question

TIP 3 - First answer yourself

Come up with your own answer to the question. That way, you will not get confused by the answer options

TIP 4 - Eliminate

If there are four answer options, then usually:

• One of these is clearly incorrect.
• A second option appears to be incorrect once you have given it some thought.
• Now determine which of the two remaining options is the best.

​TIP 5 - Always keep track of the time and use it efficiently

• Do not linger on a question if you are unsure.
• Take your time to read the questions.
• Try to answer every multiple choice question in about 1 minute. You will be able to answer certain questions faster, you may need more time for others. It is your total time you should keep an eye on.

How is the exam set up?

• The lecturer informs you in advance on how the multiple choice exam will take place: available time, on paper or digitally, negative marking or not, types of questions, etc. so make sure to check the guidelines.
• The lecturer chooses the most appropriate Layout for the exam. Sometimes, you will get a pure multiple choice exam that for instance consists of 40 questions, each with 4 answer options of which one is correct. In other cases, this will be combined with open response questions.
• Returning to a previous question is not possible in every online multiple choice exam. Immediately fill in the answer.
• A remote multiple choice exam is a test method that is prone to fraud. The lecturer has several methods to reduce the risk of fraud:
  • strict time limit
  • impossible to return to previous questions
  • randomising questions from a large question database
  • several question series

How can I deal with stress?

Some tips to deal with stress factors:

• Take your time to read the question.
• Do not linger on a question if you are unsure.
• Carefully read the question and answer options a second time and compare the keywords.
• Do not panic. That you have difficulties answering this one multiple-choice question does not mean you won't know the next question, either. A multiple choice exam usually consists of many questions, covering much of the learning contents.

What practical arrangements should I make?

• Make sure you always have your student card with you.
• Make sure you have a pc or laptop with webcam and stable Wi-Fi / internet connection.
• Make sure your pc or laptop is fully charged before the start and check if the charging cable is connected to the power supply.
• Make sure you have a webcam.
• Put your pc or laptop on a stable surface. Do not sit on the sofa or in bed.
• Avoid distractions on your walls and on your desk.
• You can only have approved materials within reach.
• Make sure you have a separate and quiet room where no one else is present. Close the doors and windows, so you will not get disturbed by environment noise.
• Put a post-it on your (front) door, so no one interrupts you during the exam.
• Do not sit outside, so you do not get disturbed by too much light.

How does the exam proceed technically?

• Is your exam taken in Canvas, then open Canvas via Google Chrome or Firefox.
• Next, you browse to the canvas course linked to the course you are taking the exam of, and you follow the instructions of the lecturer.
• Usually, a LockDown Browser and/or the Respondus Monitor are used.
  • The LockDown Browser ensures that, at the moment of the exam, you can only see your exam on the screen. All other computer programs and options are temporarily blocked by the browser. After submitting the exam, of course, your computer is released.
  • The Respondus Monitor will check irregularities during the exam by filming you with the webcam (image and sound).
• You will get to see the number of questions you have answered out of the total number of questions.
• Answer every question within the minute, and keep track of your total time.
• Click 'submit' before the exam ends.

Sources

• Clement, M. & Laga, E. (red.) (2005). Steekkaarten doceerpraktijk. Antwerpen-Apeldoorn: Garant.
• http://www.leidenuniv.nl/ics/sz/so/psy0602.html
• Info sheet from the Expertise Network Business and Management

Open questions/essay questions/case study questions

A written exam containing open questions is an exam that requires written answers to the questions. This type of exam is referred to in different terms: essay exam, exam of essay questions or a case study exam. A case study exam is a specific exam, as it presents a real problem from professional practice which you have to solve or discuss by drawing upon your knowledge and skills.

How do I prepare for a written exam of open questions?

• Ensure that you know the learning content in-depth.
• Whilst studying, do not waste any time writing down the entire course. However, do practise spelling difficult words. We also recommend that you write down formulae, dates and names.
• In the case of language exams, it is important that you practise the grammar rules and new words.
• Answer model exam questions and have a look at the model answers. These will already give you an idea of what the lecturer is expecting of you.
• Check whether there is any information available about the written exam: How many questions can you expect? Are these short answer questions or essay questions? Essay questions usually require a longer answer.
• Do you have equipment available, e.g. dictionary, atlas, calculator, etc.?
• How much time are you allowed to answer the questions?
• Check how your lecturer will assess your written answers, e.g. by looking at model questions and answers. Check whether any marks will be deducted for specific things. E.g. if you exceed the maximum allotted space for the reply, or for making spelling errors.
• Ask your teacher if you have any questions.

Think before you start to write down your answer

• First, read all the questions. This will give you an idea of how much time you will need for the longer or more difficult questions.
• Identify the different types of open questions. How much space is there to answer the question? Do you have to provide a short answer, or are you expected to provide a long piece of free writing? The length of the answer can vary from 1 word to a lengthy reply.
  • In the case of fill out questions, you only have to fill in 1 or several words.
    • Example: In which country is the source of the river Maas?
  • In the case of short answer questions, you simply have to provide a short answer. These types of questions often start with ‘who, what, when, where, which, name, state, etc.’
    • Example: What is the definition of the concept ‘democracy’?
  • In the case of an essay question, you must reply in greater depth. These questions often start with ‘describe, explain, argue…’
    • Example: Describe the two main reasons of why the second world war...
• Check the allocation of marks/weighting per question: How many marks can you get for each question? In doing so, think about how to divide your time.
• For each question, write down a few notes or structure on your rough copy of what comes into your head.
• Do also check whether there are any questions on the reverse of the question sheet.
• Start with the questions that look easy to you. Afterwards, you can concentrate on the more difficult questions.

How do I write a clear answer?

Read the question carefully so that you know exactly what is required of you. Do you have to explain a concept? Do you have to give your own example? Are you asked to give your opinion or an objective statement of facts?

• Highlight the main words in the question. For example, keywords, signal words such as ‘not’, ‘no’, etc.
• Proceed step-by-step:
  • Step 1: Extract the main elements from the question. Brainstorm. Think about the connections that the question is generating: e.g. keywords, ideas, connections, etc.  Which course modules does the question relate to? Can you give an example, or add an up-to-date fact?
  • Step 2: First outline your reply on your rough copy. You can restrict yourself to keywords and diagrams. Do not write out your answer in full on your rough copy, as there is not enough time for that.
  • Step 3: Read the question again. Have you said everything there is to say?
  • Step 4: How can you combine all the various ideas into one? What is your general conclusion?
  • Step 5: Now construct and structure your answer. Write down your answer on your answer sheet. Demonstrate your knowledge to the lecturer. Underline the keywords. Read everything one last time.

How do I structure my answer?

• Make sure that your answer is structured logically. For example, when discussing a problem, the problem is first explained and only then will the causes be explained. To achieve a logical structure, it is best to write an outline to structure your thoughts on your rough copy.
• Emphasise keywords. Underline them. Do not force your lecturer to search for the main parts in your answer, but highlight these clearly yourself. The lecturer will compare your answer to the model answer that is already available. A clear structure and keywords can be helpful in this process.
• Write in paragraphs. Paragraphs should not be too long or too short. A paragraph should on average be 6 sentences or 10 lines long. Divide your paragraphs using blank lines to create small sections of text.
• The paragraphs and sentences must be linked by copulatives or linking words, such as firstly, besides, moreover, in contrast to, etc. Those words clarify the overall context.

Which aspects of written open questions should I be aware of?

• Write clearly and legibly. Pay attention to grammar, spelling and punctuation. Make sure that the lecturer does not have to decipher your hand-writing.
• Give the question careful thought. Consider your answer carefully and do not answer too quickly. A reply to an open question should not be written down quickly.
• Keep to the space provided for the answer.
• Keep an eye on the time. Divide your time between the questions. Also allow time to read everything through.
• Demonstrate that you have mastered the learning content, link to relevant concepts and theories from your course.
• Do what the lecturer requires of you. If he/she requires a concise answer, then do not elaborate. If he/she requires an outline, then do not write in full sentences.
• Do not write the entire exam on your rough copy, as there is not enough time for that.
• Answer briefly but confidently. Do not beat about the bush. You will not get any extra marks for superfluous clarification. Simply answer the question.

How should I finish the written exam?

• Carefully read through the exam, both for content and language.
  • Content: First read the question again. Is everything answered? Only change your answer if you are certain that you are improving it.
  • Language: Spelling errors, grammatical errors and other linguistic errors always leave a bad impression and can have a negative effect on your marks.
• Check whether you have answered all the questions and subsections.
• If there is something you do not know, then hints of knowledge or reasoning may yield extra marks. However, certainly do not write any nonsense and avoid any answers that are beside the point.

Sources

• http://www1.katho.be/page.aspx?smid=2280
• http://www.leidenuniv.nl/ics/sz/so/psy0603.html
• http://www.score.hva.nl/s_essaytoets.html
• http://faber.kuleuven.be/DSO/tipsexamens.php

What is an open book exam?

In an open book exam, you are allowed to use your course materials during the exam. In an open book exam, your lecturer wants to check if you understand the learning contents and therefore can interpret, analyse, and apply the content or if you can assess it critically. Usually facts, formulas, or definitions are not asked.

How can I prepare?

Do not underestimate this exam format. Even if you don't have to know the learning content by heart, you must understand everything enough to show you understand your course materials. This takes time. Additionally, during an open book exam, you don't have enough time to read entire passages from your book.

So make sure that you:

• go through the learning contents thoroughly and understand everything;
• carefully study the outlines of the course;
• know what study materials you can bring and use during the exam: syllabus, coursebook, notes, handouts, calculator, electronic appliances, etc.
• use a table of contents as a framework and make sure you know it well;
• structure the course materials, so you can find everything quickly during the exam;  
• stick post-its so you can immediately open chapters and important sections;
• create a mind map or summary in which you can see the entire syllabus in one glance;
• highlight important words in your text;
• include important concepts in a list with the pages on which these concepts are explained;
• search for connections between the various chapters, possibly visualised in schedules;
• search for links with your own experiences or other subjects;
• can give your own examples;
• test yourself sufficiently. Ask yourself questions while studying, explain learning contents to yourself in front of a mirror, or to a house mate, or use flash cards.

What kind of questions can I expect?

• Apply the theory to this case
• Calculate …
• Compare … with … 
• Link … with …. 
• Substantiate a statement with sections from the course.
• What is meant with …
• Give examples of ...

How do I get started?

• Take all the materials you can use to your desk.  
• Do not waste time searching for things you actually know. Have faith in your own knowledge!
• Do not copy excerpts on your exam, but show that you understand the materials, that you can explain in your own words, give your own example, or can apply it.
• Start with a draft. Write down briefly everything you want to include in your answer. Check and next copy it on your exam form.

How can I take care of my language?

• Add enough structure in your answer.
• Check if there is cohesion in what you say. 
• Answer to the point.
• Respect the basic rules for correct and appropriate language: write sentences with a subject and finite verb, use capitals and punctuation marks, and avoid abbreviations. 

Sources

Based on an Info sheet from the Expertise Network Business and Management

What is a take home exam?

A take home exam is a type of open book exam. In a take home exam, you get several days, or even weeks, to work out your answers and submit them. In that sense, it is similar to a report or assignment you submit. 

A take home exam may consist of one or several questions that require a longer answer. The answers cannot literally be found in the coursebook, syllabus, or other (online) sources. The question focus more on:

• application,
  e.g. Compare model X to model Y
• providing and/or explaining examples
  Example: Illustrate the theory of X with an example from your own environment
                          Explain why situation X is an example of theory Y
• analysing and proposing solutions
  Example: What is the exact problem in case X, and what approach do you suggest? 

What is the best approach to a take home exam?

• Do not copy excerpts on your exam, but show that you understand the materials. Explain in your own words, show you can apply it, give an example, or prove a statement by your own notes.  
• Start with a draft. Write down briefly everything you want to include in your answer. Check it and then copy it on your exam form.

How can I take care of my language?

• Add enough structure in your answer.
• Check if there is cohesion in what you say. Ask one of your fellow students or a house mate to read your answer and see if they understand.
• Answer to the point.
• Respect the basic rules for correct and appropriate language: write sentences with a subject and finite verb, use capitals and punctuation marks, and avoid abbreviations. 

Sources

Based on an info sheet from the Expertise Network Business and Management

What are the characteristics of continuous assessment?

• Continuous assessment is regular assessment of the learning performance related to a course module and that is separate from examinations, and accompanied by regular feedback.
• Continuous assessment can take various forms, depending on the final objectives and competencies. A few examples:
  • Regular observation of practical skills or attitudes, e.g. nursing skills, your team’s collaboration skills, collaboration during tutorials, etc.
  • Regular feedback on your portfolio, paper, etc.
  • Regular assessment of your verbal language skills.
  • Regular testing of your insight into theoretical concepts.
  • …
• Continuous assessment can take place within various types of contact moments, e.g. practicals, workshops, lectures, placements, projects, cases, etc.
• Continuous assessment is the result of the continuous assessment of the learning performance on a course module. The assessment task can verify which developmental process you are going through. The continuous assessment (partially) counts towards the final mark for the course module.
• Continuous assessment often goes hand in hand with information about the assessment criteria, how you performed, what went smoothly, what went less smoothly, and the things you still have to work on.

How does continuous assessment benefit me?

• You continuously process learning content throughout the academic year. Your investment in time is spread over the semester instead of being concentrated into one moment during the exam period.
• Continuous assessment can encourage you to study regularly.
• It gives you the opportunity to demonstrate your learning and knowledge at different times.
• You regularly receive feedback about your growth, the difficulties you have experienced or progress regarding the competencies to be achieved.
• Based on the feedback received, you can critically examine your performance, and adjust your methods in good time and make up for any unsatisfactory performance.

Why does a lecturer opt to assess me continuously?

• The lecturer will gain faster insight into students’ progress and any difficulties they might be experiencing. That can be helpful for reflecting upon and adjusting the teaching methods. The lecturer can, for example, decide to differentiate: to offer different learning paths to groups of students depending on their development.
• Continuous assessment provides the lecturer with information that may influence his subsequent teaching activities.
• The lecturer can monitor the students’ development and progress.
• The lecturer can provide you with guidance on adjusting your own learning process.
• The lecturer incorporates the assessment into the learning and teaching process. Assessment becomes an integral part of the learning environment and does not just take place at the end of your learning process.

What are the potential risks of continuous assessment?

• The danger is that you may primarily spend your time on course modules that are subject to continuous assessment, at the expense of course modules that are not continuously assessed. Therefore, during the academic year, do not just pay attention to course modules that are continuously assessed. Do try to divide your time because it would be a heavy workload for you if you had to start studying a course that you have not given any thought to before the start of the exam period.
• If you repeatedly receive negative (intermediate) feedback, then you may get discouraged.  However, do not allow yourself to become demotivated, and remember that the lecturer wants to help you progress in developing your competencies thanks to the feedback. The feedback can assist you further.
• Sometimes it is not possible to resist a particular course module that is subject to continuous assessment. This means that you only have one opportunity to sit the exam. You will find this information in the ECTS (European Credit Transfer and Accumulation System) notice.

How can I prepare myself for continuous assessment?

• Enquire in advance how the continuous assessment will be performed. For example: How will the continuous assessment be organised? How often will you be assessed? How much time do you have available? What are you being assessed on (assessment criteria)? How much weight does the continuous assessment carry in the final mark?… You will find this information in the ECTS notice of the course module, and you can request it from the responsible lecturer.
• Make the effort to check relevant learning content beforehand. You can do this by going through the course material in advance, by revising past learning content, by practising difficult sections or skills with fellow students, etc.
• For every lesson, bring the materials that you will need. E.g. placement clothing, specific equipment, workbook, etc.

Which aspects of continuous assessment should I be aware of?

• Ensure that you are present at moments that are subject to continuous assessment. If you are not present, then the lecturer cannot express an opinion or provide feedback about your competencies. On the other hand, it is certainly not the case that just the fact of being present will be sufficient to get a good mark. Every course is subject to specific agreements on students’ absence from assessment sessions.
• If you are on a special course or have special status (e.g. top sport, working student, disability, etc.), then it would be best to ensure that you can attend the tutorials for the course modules that are continuously assessed. You will find this information in the ECTS notice of the course modules, or you can obtain it from the lecturer concerned.
• Make sure you make yourself heard or seen during the continuous assessment. Ensure that you demonstrate your intelligence and your skills to your lecturer. For example: If your verbal skills are being assessed, then the lecturer can only give you a positive assessment if you speak.
• Remain calm, don’t be nervous.
• Besides feedback from your lecturer, your fellow students can also give you feedback on your performance. That feedback is also valuable.

Sources

• Clement, L. & Laga, E. (2005). Steekkaarten doceerpraktijk. Antwerpen-Apeldoorn: Garant.
• http://www.cdtl.nus.edu.sg/handbook/assess/continuous.htm
• Kapambwe, W. (2010). The implementation of school based continuous assessment in Zambia. Educational Research and Reviews, vol. 5(3), p. 099-107.
• Web of Science  

How should I start to prepare for the bachelor degree dissertation?

• Read the degree course dissertation guide in-depth. Make sure that you know what is expected of you in advance, both about the content and the format of the bachelor degree dissertation. This will save you a great deal of work in the writing process.
• A bachelor degree dissertation can vary depending on the course: it may entail scientific research, a professional product (example: website, teaching package), an external assignment or a combination of a placement and a final course assignment.
• Check the requirements of your particular course.
  For example: What are you being assessed on, and on which competencies? If you have to do research, then what type of research? How much time are you expected to spend on the bachelor degree dissertation? How often are you expected to contact your supervisor? What are the deadlines?
• Check how to approach the bachelor degree dissertation for your particular course.
  For example: What supervision will be available? Will this supervision be provided individually or in a group setting? What is the role of the specialist supervisor? When is your supervisor available? Is there an external supervisor and what is their role? Who are the members of the examination board? Who assesses the bachelor degree dissertation?
• Do be aware that working on a bachelor's degree dissertation requires a great deal of discipline, independence and initiative.
• Draw up a timetable to structure your work: What will you accomplish by which date? Ensure that your timetable is realistic. Discuss your timetable with your supervisor.
• Look at a few examples of bachelor degree dissertations from former students on your course. You should be able to find quite a number of copies in the multimedia library. However, don’t let these put you off. After all, these are the end product of a long period of study and those students will have spent – just as you are now planning to do – considerable time on completing this work.

How do I choose a topic for my bachelor degree dissertation?

• Choose a topic that you are interested in, or that would present a challenge for you. You will be more motivated if you are already naturally interested in the topic.
• If you do not have to select a topic from a list, then ask your supervisor whether they approve of your chosen topic. Evaluate whether it is feasible for you to tackle the subject. To assess the feasibility, you can ask questions, such as: Is it a difficult topic? What do you already know about it? Is there a large amount of material available on the topic? Will it be easy for you to find a supervisor who is knowledgeable about the topic?
• Do not keep changing your chosen topic. Just be aware that every topic has its ‘drawbacks’, especially if you are working on it for a long period of time.
• Clearly define the limits of your topic. Ask concrete questions. Your bachelor degree dissertation will have to meet a set word count and you only have limited time available to complete it.
• Avoid excessively broad or vague topics. Watch the short film entitled Open University Learning Coach“If you don’t know what you are looking for, you don’t know what you’ll find either!”.

How can I collect reliable information?

• Search suitable scientific databases. Just be aware that a great deal of information that is available on the internet is not always scientific.
• You will find an overview of  much-used catalogues on http://www.arteveldehs.be/emc.asp?pageId=2502. Students attending Artevelde University College can use all the multimedia libraries on http://www.arteveldehs.be/emc.asp?pageId=1868. You can search most of the databases collectively, or select the databases alphabetically or by the list of specialist fields of study.
• Compile a search programme in which you state where you find appropriate information; which search terms you are using, which sources of information you will check out and what timescale you will be working to?
• Immediately note authors and publications (A.P.A.-style). You need this information to ensure your referencing is correct. It will be too time-consuming to have to look up those details again at a later date.
• Do not just copy stacks of material without giving proper thought to the process. Instead, select what will be useful to you. Select the most relevant information.
• Watch tutorials on the internet. How to search for a topic? How to search for a book? How to search for an article? What is the difference between general and specialist databases? What are search interfaces? What are truncated searches and Boolean searches?
• Contact a member of the multimedia library if you experience any problems regarding your IT skills.

How can I produce a higher quality document?

• Read the instructions about the document in the degree course dissertation guide. Which sections are you expected to include? What is the minimum or maximum word count, etc.?
• Ensure that the document is structured logically. Write in a clear and structured manner. In this process, consider that you may have to follow a compulsory structure (e.g. introduction – statement of the problem – research – conclusion).
• Writing is more than just sitting behind a computer and producing documents. It is a process that has various stages. Anyone working in stages will save themselves time in the end and will eventually produce a higher quality piece of writing. To read more about the stages in the writing process.
• A document that is full of linguistic errors will not leave a good impression upon the reader. Switch on the spelling and grammar check on your computer. Do not just accept suggestions without questioning them, but always check a dictionary for the correct spelling and meaning.
• Just be aware that your first version will never be your final version. Editing your work will serve to improve it. You will always have to make corrections.
• Do not forget to consider the document’s appearance: layout, design, fine-tuning of the sections.  For example: Start a new page for every chapter.
• If possible, look for someone who would be prepared to proofread your dissertation for spelling and linguistic errors (e.g. an older sister or brother, or perhaps a friend…). When writing a document yourself, after a little while, you will no longer see the typing errors because you have become so familiar with the content.
• Are you looking for tips to help you with the writing style, layout or structure of a document? Then please read the information under ‘paper’.

What is important in the process throughout the entire year?

• Start soon. Do not delay and do not start your work just before the due deadline. Many students do not complete their dissertation in time, and this can be avoided by tackling the work immediately.
• Keep a record of your sources from the very start. In Word, you can enter these immediately by making use of ‘references’ - ‘quotes and bibliography’ (choose A.P.A.). Upon completion of your work, you will have your bibliography at the touch of a button.
• The same applies regarding the use of ‘layout profiles’ or ‘headings’ in Word. If you systematically apply headings, you will finally have a table of contents at the push of a button. This will save you considerable stress in the end.
• Write your bachelor degree dissertation under the supervision of an internal and/or external supervisor. However, you remain responsible for the final product, the writing process and the result. Your supervisor is not expected to do your work.
• Keep in contact with your supervisor.
• Ensure that you hand in intermediate pieces of writing to your supervisor in good time.
• Schedule contact times with your supervisor in advance. Keep a diary of the aspects you wish to discuss.
• Even though you consider yourself to be able to work independently, contact with your supervisor is still important. Make use of the support that your university college/university offers you. This will give you confirmation that you are on the right track.
• Heed the feedback you receive from your supervisor. This feedback will help you to improve the quality of your dissertation. Just bear in mind that this feedback is not personal criticism. Make use of critical comments to improve your document.
• Map your process. On many courses, the dissertation is not only a final assignment to be handed in, but it is also intended as a competency-based learning process.
• If the learning process is part of the final assessment of the bachelor degree dissertation, then be aware that your final mark will also be determined by: the way you work, how you tackle problems along the way, how you grow throughout the whole process, how you collaborate with other students, etc.  In that case, regular contact with your supervisor will be critical to give them insight into your process.
• Ensure that  you come to clear terms with the members of your group if you are collaborating on your dissertation. Arrange sufficient contact time to discuss and to make mutual arrangements.

How should I approach the presentation and the verbal argumentation?

• The course may require you to present your dissertation before an examination board. This examination board can consist of your internal supervisor, your external supervisor, independent readers, experts from the specialist field, etc.
• In addition to presenting your work, you may also have to answer questions from the examination board. Carefully read the bachelor degree dissertation guide applicable to your course so that you know what is expected of you in terms of the presentation and the argumentation, the composition of the examination board, the assessment criteria for the presentation, etc.
• For more tips on the verbal presentation and argumentation, please refer to the section ‘presentation’.

How can I prevent plagiarism? What is the correct way of referencing sources used?

When writing, you use books, professional/trade magazines, internet sources, and work written by other students on the subject. If in your dissertation you use the words or ideas of other people, then it is indeed important to mention this to avoid plagiarism. You can use quotations, you can paraphrase and include references:

• Quotations: You can quote somebody’s words literally and refer to the author. If you include a literal quotation, you must use quotation marks (“...”).
• Paraphrasing: In this case, you use your own words to express the ideas or words of others, you express your own idea on the matter and state the source.
• Referencing: You state the ideas, methods or findings of others, whilst making reference to the original source.

The tips below are important for ensuring correct use of sources:

• Carefully read the instructions, tips and explanations about correctly referencing sources and how to avoid plagiarism.
• In the instructions, check which referencing system you are required to use, for example APA, Chicago, MLA style, etc.
• In Microsoft Office Word, you can automatically generate a bibliography based on the source information which you have included by using the Word functionality ‘references’ – ‘quotes and bibliography’.  This allows you to select the style (APA, Chicago, etc.). Keep a systematic record from the very start, as this will save you a great deal of work upon completion of the dissertation.
• Finding something on the internet does not mean that this is ‘public property’. So, be aware of ‘cutting and pasting’ items found on the internet. In this case, too, the rules for correct referencing to apply.
• Nowadays, there are powerful programs available to detect plagiarism. If plagiarism is detected in your work, sanctions will follow. These will be laid down by your course. Read the course and examination rules and regulations to find out the consequences in the case of plagiarism. These may vary from marks being amended, the total loss of marks or the loss of the right to take any further exams during that academic year or the loss of the right to enrol for the next academic year.

Where can I find more information?

http://www.kuleuven.be/plagiaat/vermijden.html
http://www.studiecoach.ou.nl/schrijven/index.php: Watch the Open University short movies for tips on the following topics:

• The introductory words…
• Can you learn argumentation?
• Plagiarism
• Strategy for producing a good piece of writing  

Sources

• Feijen, E. & Trietsch, P. (2007). Snel afstuderen! Stap voor stap voor een geslaagde scriptie. Bussum: Coutinho.
• Meysman, H., & Vanderhoeven, J. (2008). Paper, project of scriptie. Van muisklik tot tekst. Leuven: Acco.
• Pollefliet, L. (2009). Schrijven: van verslag tot eindwerk. Do's en don'ts. Gent: Academia Press.
• http://www.studeerwijzer.be
• http://www.leidenuniv.nl/ics/sz/so/scriptie.html
• http://www.studiecoach.ou.nl/

What does my lecturer expect of me when I write a paper?

• A paper is a piece of writing that can be produced in so many different ways.  A paper can sometimes be referred to as course work, an essay, a report, etc.  For example, the term paper is used for written assignments in which you:
  • Demonstrate that you have mastered the learning content of the field of study.
  • Discuss a case from practical professional experience.
  • Express your own opinion by using arguments and facts.
  • Write a scientific text with a set word count.
  • Or in which you issue a written report on how you have tackled a problem in your professional field.
• Read the instructions thoroughly and ask the lecturer what exactly is expected of you. Sometimes the paper has to meet a set scientific design:
  • The statement of the problem or research question;
  • The theoretical section: a summary of existing literature and items on your subject;
  • The empirical section: your own research;
  • The clear final message: an answer to the statement of the problem or the research question.
  • Ensure that you are fully aware of what your lecturer is expecting of you and that you know the assessment criteria. Possible assessment criteria are: having mastered the learning content, well-argued opinion, clear standpoint, logical design, critical attitude, etc.

How should I structure my paper?

• Ensure that your paper has a logical design. For example, when discussing a problem, you first have to explain the problem and only then you can elaborate upon the cause. To achieve a logically designed paper, the best way to approach it, is to draw up a diagram to structure your thoughts.
• Create paragraphs. Paragraphs should not be too long or too short. On average, a paragraph should be 6 sentences or 10 lines long. Divide your paragraphs by leaving some lines blank, to separate the sections.
• The paper must have an introduction or abstract. This explains the subject. Your paper must not tackle the subject straight away, but instead it must ‘introduce’ it first. The introduction is usually written last because it also describes the process. This is certainly true for ‘voluminous’ works.
• The summary or conclusion is included at the end of the paper. This should not contain any new information. The final paragraph emphasises the main points in the text or leaves the reader to reflect upon the subject.
• Create a table of contents.
• Be mindful of the fact that your first version will never be your final version.
• The paragraphs and sentences are linked by copulatives, i.e. connecting words, such as firstly, besides, moreover, etc. Example:

What writing style should I use in my paper?

The writing style will depend on the type of paper you are expected to write. For example, a scientific paper will require an entirely different style compared to an argumentation in which you have to argue your own standpoint, or in which you try to convince the reader of a specific standpoint. Just ask whether you can have a look at some past papers to get some idea. There are some general tips:

How can I create an attractive and professional layout for my paper?

Firstly, follow the relevant guidelines which you have received from the chief lecturer.  A smart layout is important, but do not exaggerate. Too much focus on ‘colour and glitter’ will move the focus away from the content. To achieve a good layout, pay attention to the following (examples from the 2 columns attached):

What particularly annoys lecturers when reading students’ papers?

• Wrong content and design.
• Errors of form, spelling errors and grammatical errors. Take the time to proofread your paper. Then also ask 2 other people to proofread your work.
• An excessively long bibliography just to impress. Only include sources on the list which you have actually read and used.
• Too many ‘frills’ in the layout:hardly legible font types, too glossy and coloured paper, etc.
• Vital information that is missing (e.g.: year group, name, student number, page numbering, etc.).

How can I prevent plagiarism? What is the correct way of referencing sources used?

When writing, use books, professional/trade magazines, internet sources, and work written by other students on the subject. If in your dissertation you use the words or ideas of other people, then it is indeed important to mention this in order to avoid plagiarism. You can use quotations, you can paraphrase and include references:

• Quotations: You can quote somebody’s words literally and refer to the author. If you include a literal quotation, you must use quotation marks (“...”).
• Paraphrasing: In this case, you use your own words to express the ideas or words of others, you express your own idea on the matter and state the source.
• Referencing: You state the ideas, methods or findings of others, whilst making reference to the original source. 

The tips below are important for ensuring correct use of sources:

• Carefully read the instructions, tips and explanations on correctly referencing sources and how to avoid plagiarism.
• In the instructions, check which referencing system you are required to use, for example APA, Chicago, MLA style, etc.
• In Microsoft Office Word, you can automatically generate a bibliography based on the source information which you have included by using the Word functionality ‘references’ – ‘quotes and bibliography’.  This allows you to select the style (APA, Chicago, etc.). Keep a systematic record from the very start, as this will save you a great deal of work upon completion of the dissertation.
• Finding something on the internet does not mean that this is ‘public property’. So, be aware of ‘cutting and pasting’ items found on the internet. In this case, too, the rules for correct referencing to apply.
• Nowadays, there are powerful programs available to detect plagiarism. If plagiarism is detected in your work, sanctions will follow. These will be laid down by your course. Read the course and examination rules and regulations to find out the consequences in the case of plagiarism. These may vary from marks being amended, the total loss of marks or the loss of the right to take any further exams during that academic year or the loss of the right to enrol for the next academic year.

Where can I find more information?

1. http://www.kuleuven.be/plagiaat/vermijden.html
2. http://www.studiecoach.ou.nl/schrijven/index.php: Watch the Open University short movies for tips on the following topics:
   • The introductory words…
   • Can you learn argumentation?
   • Plagiarism
   • Strategy for producing a good piece of writing
   • …
3. http://www.synoniemen.net/: An on-line dictionary of synonyms.

Sources

• De Wachter, L. (2010). Taal@hogeronderwijs. Leuven: Acco.
• De Wachter, L. & Van Soom, C. (2008). Academisch schrijven. Een praktische gids. Leuven: Acco.
• Hermans, M. (2006) Schrijven met effect. Stijlcursus doeltreffend formuleren. Bussum: Coutinho.
• http://www.studiecoach.ou.nl/schrijven/index.php

How should I prepare for my oral presentation?

Start your presentation well-prepared. Check the following steps as part of your preparation:

• Step 0: Analyse the task and your audience.
• Step 1: Brainstorm about the content.
• Step 2: Select and order the information.
• Step 3: Decide which visual aids to use.
• Step 4: Use a presentation diagram as a memory aid for your presentation.
• Step 5: Practise your presentation repeatedly.

Here you will find more step-by-step information and tips.

Step 0: Analyse the task and your audience

• Your task: Are you doing the presentation on your own or together with fellow students? If it is a group presentation, are all students expected to speak?
• Make sure that you know what you are being assessed on: enquire about the assessment criteria. Is it purely about the content or will the quality of the presentation also be assessed? For example, the lecturer may assess you on clarity, coherence, verbal skill, interaction, critical attitude, quality of the content, insight, structure, use of supporting materials, etc. Look at model assessment forms that may be used for presentations.
• Your audience: Who will be in the audience: fellow students, lecturers, people from the professional field, jury, etc.? 

Step 1: Brainstorm about the content

Take a sheet of paper and write down everything your audience would like to hear about. Be as thorough as possible, and at this point do not yet give any thought whether you will or will not use those aspects. If you are not yet well-informed on the subject, then go in search for additional information. Ensure that you have mastered the content.

Step 2: Select and structure the information

Emphasise the key issues. You cannot present everything there is to say about the subject. This will give you your presentation outline. Write down the presentation outline, so that you clearly know what you want to say. Example of a presentation outline

Step 3: Decide which visual aids you will use

You can choose from a number of possibilities:

• A board or a flip chart to write down the key ideas. To write on the board, you will either need chalk or bring a whiteboard marker.
• A transparent sheet for an overhead projector. To project them, you will need an overhead projector.
• Photos on paper. Do you want to display photos? Then you must ensure that you bring magnets or tape.
• Objects.
• Video and audio sections.
• PowerPoint's presentation. If you wish to use a PowerPoint presentation or video and/or audio sections, then do check whether the room where you have to give your presentation is equipped with a computer and a beamer.

Step 4: Use a presentation diagram as a memory aid for your presentation

• A presentation diagram is a ‘memory aid’ that you hold in your hands and which you can occasionally refer to. The first column can state the time. In the second column, work out your presentation outline using keywords and short sentences. In the third column, you can list various instructions, such as preparing the equipment, making notes on the board, etc.
• Ensure that your memory aid is not a messy piece of paper.
• Write out the introduction, the transitional passages, the quotes and the conclusion in full.

Example of a presentation diagram: “How do I paint my nails?” A female student attending the secondary education Bio-aesthetics course is required to teach her fellow students a topic of her choice. 

Step 5: Practise your presentation repeatedly

As you are practising, you will get an idea of how long your presentation will take. Look for illustrations, examples, anecdotes and questions that fit in with your audience’s living experience.

How do I attract the audience’s attention?

It is important to hold your audience’s attention from the start. You can achieve this in various ways:

• Show a photo and link it to your subject.
  • You can find funny and beautiful photos on http://www.istockphoto.com.
• Start with a quotation about your subject. On the following websites, you will find more than 27.000 quotes, which you can search based on key words, subject or author.
  • http://www.quotationspage.com/
• Outline an example or a situation from your audience’s living experience.
• Wake up your audience by using shocking figures. Worldometers gives you an overview of statistics from the whole world.
• Start with a current affairs item that you can link to your subject. Every newspaper has a website where you can read the latest news.
• Have a look at the past.

How does a good PowerPoint presentation look like?

There are a number of basic rules for creating a good PowerPoint slide layout.

1. If you wish to highlight specific areas of text, then it is best not to use any CAPITAL LETTERS, or italics or underlined text. However, do use bold text or text highlighted in colour.
2. Limit the amount of text on your slide. Please find a few tips below:
   • Use key concepts instead of complete sentences.
   • Remove any items of minor importance; only focus on the main topics on the slides.
   • Use a direct writing style by replacing nouns with verbs and use active verb tenses instead of passive ones.
   • In a summary, always use the same word order. For example, always start the sentence with the verb.
   •  Example: Time management tips:
     • Plan fixed telephone times.
     • Keep discussions focused.
     • Keep your desk clean.
     • Close your door.
   • Apply the 1-6-6 rule
   • 1 idea per slide
   • Maximum 6 words per line
   • Maximum 6 lines per slide
3. Include the conclusion in the title

Example:

• NO: Obesity among the American population.
• YES: 66% of the Americans are obese.

       4. Structure the information

 5. Use of charts

• If you use charts, then state the message also. This enables the audience to both look and listen.
• Select the types of charts dependent on your message. Ensure that the chart clearly depicts your message.
• The following chart chooser will give you an overview of which chart to use to meet a specific aim.

Source: www.extremepresentation.com

6. Use of tables

• Ensure that the table you create is easy to understand without any additional explanation. Ensure that the information is presented logically and remove any superfluous information. Ensure that your conclusion features in the title.

7. Use of images

• Images are a good way of catching your audience’s attention, especially if they are identifiable. In addition, images paint a thousand words and they can depict something in an abstract way.
• You can use images from clip art, a CD-ROM, a digital camera or the internet. The resolution of the photo does not have to be that high because a beamer cannot display that anyway. Always refer to the source of your images.

8. Use of backgrounds

• Avoid backgrounds that are too busy. Select a background that is suitable for your audience, the subject matter and the corporate identity (corporate identity is a set way in which the company presents itself. You can use a background from the presentation software, but you can just as easily opt for your own design or photo material.
• Did you know that pale backgrounds cause visual fatigue? Therefore, use them only in poorly darkened rooms.
• For more information about how to design a PowerPoint presentation, please refer to the book ‘PresentatieZen’ by Garr Reynolds: Reynolds, G. (2008). PresentatieZen. Amsterdam: Pearson Education Uitgeverij.

How should I present myself?

The way in which you tell your story is just as important as the content of your presentation. By using gestures, body language and facial expressions you continuously emphasise what you are saying. Knowledge of your own body language will help you to give a good presentation.

A few tips:

• Preferably remain standing if you are addressing a large audience. If you sit down, you will come across as less dynamic.
• Do not turn your back on the audience.
• Do not lean on a table or chair.
• Make eye contact with the audience. Therefore, do not look up or down.
• Move your gaze around frequently. Do not always look at the same side of the group.
• When you are speaking, do not hold your hands in front of your mouth. It will make it harder for people to hear you.
• Avoid nervous gestures such as playing with a ring or adjusting your clothing.
• Make supporting gestures that bring your story to life. Remember: Less is more.
• Hold an memory aid or a pen. It gives you something to hold. Be careful how you use it. Constantly folding an memory aid or clicking your pen could distract your listeners. 

Which posture should you adopt when addressing a group?

1. Provocative

The posture where the speaker holds both hands on the hips can be perceived as provocative, wilful or even aggressive, especially if also leaning forward. It gives an impression of: 'I know it all!'. The audience will therefore react rather defensively. When adopting this posture, it is difficult to convince or to influence anybody.

2. Closed

If you cross your arms whilst delivering your speech, you are giving a closed impression. This posture will also restrict you during your presentation, because it will be more difficult for you to use your hands and to support what you are saying. Listeners who involuntarily mirror your posture will also close up and will be less open to what you are saying.

3. Bossy

By holding your hands on your back, you are tying down your main tools for your presentation. This can create a very inhibited impression. This posture can give you a bossy demeanour, especially if you also pull your shoulders backwards and lift your chin.

4. Self-confidence

Many people are afraid of appearing too stiff if they hold their hands by their body. However, this is not generally so, because this posture will encourage you to make more supporting hand movements. Gestures will make your speech dynamic. If you adopt this posture, you will come across as relaxed. You will feel self-assured and able to speak freely.

How do I finish on the right note?

• Close with a funny anecdote, a quotation, a wish, etc.
• At the end of your presentation, thank your audience for their attention. Give the listeners the possibility to ask questions. Keep an eye on time!

How do I cope with nerves during a presentation?

• It is quite normal for people to feel nervous just before giving a presentation. That feeling usually disappears when you start speaking. Do not let your nervousness affect the quality of your presentation.
• Many students dislike giving group presentations or will try to avoid this at all cost. Many people have a fear of public speaking, but it is important to know that you can practise the art of giving presentations. Public speaking is a skill that is acquired by actually practising it. Good speakers have usually had plenty of practice. Give yourself the time to grow and use every opportunity to practise. You will find a few examples of opportunities to practise on the internet.
• The ‘Speaking in a Group Setting Questionnaire” [Vragenlijst Spreken in Groepen] will give you an overview of your strengths and weaknesses with regard to speaking in a group setting. The questionnaire measures two main factors and two subfactors:
  1. Fear of speaking in a group setting
  2. Fun of speaking in a group setting
     • Keenness/enthusiasm
     • Having the self-confidence to do so

What annoys lecturers during students’ oral presentations?

• Poor use of language

Avoid speaking with a strong local accent and using informal speech. Below you will find a list of the most common examples of informal daily speech, which you must try to avoid.

• Reading from your memory aid

During your presentation, you can keep hold of your presentation diagram as a memory aid. Limit your presentation diagram to key words.If you write everything in full, you will have a tendency to read everything during the presentation. However, your lecturer will be expecting you to speak spontaneously and say what you have to say in your own words. 

• Timing

Sometimes, you will not be the only one to give an oral presentation so keep to the allotted time. Do not speak too fast, but not too slowly either. Regularly check whether your audience understands what you are saying.

More info?

• http://www.leidenuniv.nl/ics/sz/so/spreekin.htm: An overview of advice on speaking.
• http://www.leren.nl/rubriek/persoonlijke_vaardigheden/communiceren/presenteren/: Collection of weblinks on the art of giving presentations.
• http://www.onderwijsatelier.hva.nl/article-154-nl.html: Various tips and links on giving presentations.
• http://www.presentatiekracht.nl/
• Certainly visit the Open University Learning Coach on http://www.studiecoach.ou.nl/presenteren/index.php. Short movies will give you an answer to the following questions, for example:
  • What should I wear?
  • How should I use my voice?
  • How do I engage my audience?
  • What would be a good way to conclude my presentation?

Sources

• Bollaert, T., Janssens, L., Strobbe, I., Vandenbroeck, M., Verniers, G. (2010). Communicatieve vorming 1: taal. Gent: Cursustekst Arteveldehogeschool.
• Mombaerts, M. (2010). Hoe maak ik communicatief sterke slides? Gent: Arteveldehogeschool (Unpublished handouts for internal training session).
• Mombaerts, M. & Van den Bergh, T. (2007). Even uw aandacht. Succesvol informatief presenteren. Gent, Academia Press.
• http://webserver.kempel.nl/Kennisobjecten/KO%20HIP%20presenteren/theorie-2.html
• http://www.klasse.be/leraren/archief/9831
• http://www.leidenuniv.nl/ics/sz/so/
• http://www.lichaamstaal.nl/
• http://www.studeerwijzer.be/

What is the purpose of a criterium-based interview?

A criteria-based interview gives you the opportunity to have a structured discussion with a lecturer and to convince the latter that you have the required competencies. You do this by describing situations as clearly as possible (e.g. a difficult situation during your placement). It not the same as an oral exam. The criteria-based interview is also known as a:

• Behaviour-based interview
• Competency-based interview
• Structured interview
• Experience-based interview
• Portfolio interview

You will be discussing and explaining (professional) situations that have taken place in real life and that really highlight your competencies. You could compare it to re-telling the storyline of a film. Furthermore, you want to tell the lecturer exactly what happened. The interviewer is trained in using a specific interviewing technique (the so-called ‘STARR-Model’ – situation, task, action, result and reflection). For more information, please refer to ‘How does such an interview proceed?’) to discuss your actions and your conduct: What exactly did you do, what part did you play in the event, how did you react, etc?  If you personally are unable to provide a clear answer to these questions (using the ‘I’ form), you will find it difficult to convince the lecturer.

What does it test?

• Your aim is to convince the assessors that you took appropriate action in various (professional) situations or that you are competent.
• Examples of (professional) situations can be experiences that you have grown in handling assignments, practical applications, projects and placements.
• If you have been developing your competencies outside your field of study, you could mention such a situation.

How does such an interview proceed?

• You will know in advance which competencies will be tested and to what level. Ask your teacher if you have any questions.
• In most cases, an interview will test a maximum of 2–3 competencies, given the fact that it will be extremely time-consuming to discuss the situations and your conduct in them.
• There will often be more than one assessor present (a panel).
• The interview will have a set format and will include the following stages:
  • The introduction. The purpose of the interview will be repeated, the method will be explained, and mutual expectations and any areas of doubt will be discussed.
  • Defining the key competency(ies). In some cases, the student or the lecturer will select a number of competencies.
  • Discussion of situations in which you are competent thanks to the interviewing technique.
  • Completion: summary, continuation of the procedure, making arrangements for announcing the results.
• For each competency, the same types of questions will be asked in the same order. The so-called ‘STARR model’ is a very popular model:
  • S = Situation: What exactly happened?
    What kind of situation was it? Who was present (e.g. colleagues, customers, students, patients)? In which context (e.g. class, department, school, company, etc.)?
  • T= Task: What were your tasks?
    What responsibility were you given? With whom were you working? What was expected of you in this situation by the placement organisation (school, company, hospital ward, etc.)?
  • A= Action: What exactly did you say or do? How did you approach the situation?
    What exactly did you say? How did you react? What action did you take first and afterwards? How did you use the resources available to you?
  • R= Result: What happened afterwards? What was the result or impact of your approach?
    How did the student, the patient, the customer react? What did the company do with your plan, advice, etc.?
  • R= Reflection: Looking back and reflecting upon the actions taken in the situation.
    What did you learn from it? In retrospect, would you have done it differently?

How can I prepare for this type of interview?

• Ensure that you know which competencies will be tested, or if you are allowed to choose them yourself: Which competencies would you be happy to discuss?
• Before the interview, select a number of situations which, in your opinion, are a good example of you having the required competencies.
• Have a look at the STARR methodology model questions on the Score (HvA) website.
• Practise the interview with other students.
• Ensure that you are familiar with the assessment criteria.
• Take your time in answering the questions.
• Use this opportunity to shine. Show them what you can do!

How can I succeed in this interview?

• Use the ‘I’ form as much as possible when discussing the situations, the actions that you yourself have taken and the outcomes. This will help to describe your own contribution and competencies as clearly and succinctly as possible. Your behaviour/actions are the main focus, not those of your colleagues, students or patients, etc.
• Discuss your actual behaviour as truthfully and accurately as possible. In the process, avoid talking about the ideas that you had on the matter (but did not implement).
• The main focus is on your ‘competencies’ and not on your development. Situations that went wrong and from which you have learned a great deal are not a good basis for a competency-based interview (but they are for a supervisory or further interview or a reflection task).
• During the interview, your answers may be noted down as accurately as possible.
• Upon completion, the assessor(s) will check with you whether the answers which you have given to the questions meet the criteria. The key issue is: Did you manage to convince everyone that you have the required competencies?
• Remember: The choice, the analysis and the discussion of the situations and your behaviour are important factors for the assessment. As previously mentioned: For this interview, select that/those situation(s) that really highlight(s) that you have the required competencies.

Sources

• Janssens, K. (2008). Criteriumgericht interview. Gent: Arteveldehogeschool. Unpublished handouts for internal training sessions.
• Derycke, H. (2002). Het selectie-interview. Handboek voor het gedragsgericht interviewen bij het aanwerven van personeel. Leuven/Leusden: Acco.
• Derycke, H., & Van Beirendonck, L.  (2009). Het selectie-interview.  Trefzeker gedragsgericht interviewen.  Leuven: Lannoocampus.
• http://www.carrieretijger.nl/carriere/solliciteren/sollicitatiegesprek/gesprekstechnieken/star
• http://www.score.hva.nl/s_criteriumgericht_interview.html

Just look at what I can do!

The portfolio concept is used extensively in the art world, architecture, photography, web design, etc. People who create a portfolio are trying to convince others of the quality of their work (photos, images, newspaper clippings, etc.) to get that great job or assignment. Since the introduction of competency-based education, the portfolio concept is used in higher education. By having a portfolio, you as the student can demonstrate what you have already achieved and the way in which you have achieved it. There are various types of portfolios:

• Development portfolio: The word says it all; here you map out all your development or growth by reflecting upon what you have accomplished during your course or your placement and how you have grown as a result.
• Assessment portfolio: Here you present evidence of the fact that you have acquired specific competencies. It is mainly used at the end of a placement or practical training to assess whether you have mastered the necessary competencies. This is usually combined with a final interview or presentation to examine your evidence in greater depth. This interview can take the form of a criteria-based interview.
• Presentation or showcase portfolio: Use this to present yourself. In this case, too, you will be required to hand in evidence to demonstrate that you have mastered specific competencies. That portfolio is especially useful to applying for a placement or a job once you have graduated.

What does a portfolio look like?

What a portfolio contains exactly will depend on the guidelines issued by the lecturer. However, a portfolio often contains the following:

• Reviews: For example, a curriculum vitae (CV) or a list of your competencies;
• Material: Your own work, assessments or feedback from others, video recordings, etc.
• Views: Reflection upon your own skills or competencies and your personal learning process. Or an explanation of, or justification for, the material that you have collected. It also contains a self-assessment and/or a personal development plan.

The student can compile a hard copy or electronic version, a so-called ‘digital e-portfolio’ in the form of a website or blog.

How do I work on my portfolio?

• Make sure that you know the main objective of the portfolio: Reflection upon and development of your competencies (development portfolio), assessment of your competencies (assessment portfolio) or presentation and profiling of your competencies (presentation or showcase portfolio).
• Carefully read what exactly is expected of you in terms of the portfolio. Please refer to the portfolio guidelines and instructions provided by your lecturer.
• A very full portfolio is not necessarily a good portfolio. Be selective in collecting your evidence. Sometimes less is more.
• Ensure that you become skilled in collecting, arranging, selecting and presenting the material.
• Design and structure are important. It is not up to the lecturer to have to struggle through a 100-page portfolio or a badly designed website. Arrange your material appropriately by using a table of contents, dividers, menu overviews, etc. Be creative!
• If you add an explanation or justification to the items of evidence, write confidently, clearly and succinctly.
• Demonstrate what you have achieved and what you are proud of. Certainly don’t be too modest, but likewise do not make anything up either.