Award 2016 Nominees

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We are happy to present our 2016 Best Research & Practice Project Award nominees! This year we received several inspiring projects that will be presented at our 2016 EAPRIL Conference. Don’t miss our Award Session on 24 November to find out more about these great initiatives!

Teacher guidance of effective student questioning

  • Harry J.M. Stokhof, Teacher Trainer & doctoral candidate, HAN University, The Netherlands
  • Bregje de Vries, Associate professor, HAN University, VU University of Amsterdam
  • Rob Martens, Professor Welten Institute, Open University, The Netherlands
  • Theo Bastiaens, Professor  Welten Institute,Open University, The Netherlands; Professor Educational Technology Fernuniversität, Hagen, Germany

Student questioning is an important learning strategy. However, student questioning is found to be rare in classrooms. Teachers seek to balance freedom for student questioning with structure to attain curricular goals.  A principle-based scenario was developed to support teachers in guiding student questioning to attain curricular goals. In this scenario mind mapping is the visual tool that supports teachers and students to identify a core curriculum, to make inventory of prior knowledge and support question generation, to visualize collective knowledge construction and to evaluate learning outcomes. The scenario was developed in a three-year design-based study in close collaboration with practitioners from two primary schools and was refined during multiple cycles of design, implementation and evaluation. Its relevance, practicality and effectiveness was assessed for both teacher guidance and student learning outcomes in 10 classrooms. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Findings also show that the scenario supports students in learning the conceptual structure of a core curriculum, as well as, offers opportunity to co-create collective knowledge by student questioning. Shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction, which was correlated with higher learning outcomes.

For more information on this project, please check out their poster below!


Digital Platform for the Assessment of Competences (D-PAC)

  • Prof.dr. Sven De Maeyer, University of Antwerp, project leader
  • Prof.dr. Liesje Coertjens, University of Louvain/ University of Antwerp, project coordination (till the 1st of September, 2016)
  • Renske Bouwer, Univeristy of Antwerp, project coordination (from the 1st of October, 2016)
  • Maarten Goossens, University of Antwerp, researcher and external communication
  • Marije Lesterhuis, University of Antwerp, Phd student (Main applicant/ contact person)
  • San Verhavert, University of Antwerp, Phd student
  • Roos Van Gasse, University of Antwerp, Phd student
  • Tine van Daal, University of Antwerp, Phd student
  • Anneleen Mortier, Ghent University, Phd student
  • Tanguy Coenen, iMinds Lab-o, researcher
  • Camille Reynders, iMinds Lab-o,  IT-developer

Competence based education has an important share in the educational curricula. To ensure development of these competences, assessment is key. The D-PAC project studies Comparative Judgement (CJ) as alternative scoring method for the assessment of competences. CJ is grounded in “the law of comparative judgement” which states that people are far more reliable in comparing than in making absolute judgements about which performance is best. Based on the holistic comparisons assessors make, rank-orders of performances can be build representing the shared consensus among assessors regarding what “a good performance” contains. The validity of the final scores is enhanced by their dependence on the decisions of several assessors, all with their own perspectives and expertise on what quality comprises. Also, this method showed ability in generating scores with high reliabilities. The aim of the D-PAC project is three-fold. Firstly, we investigate the validity, reliability, efficiency and the opportunities of CJ to generate valuable feedback in contrast to other scoring methods. Secondly, we develop a tool which supports the assessment of a wide range of competences with CJ. Thirdly, we want to raise awareness among researchers and practitioners on how performance assessments can be scored in a credible way and enhances student’ learning.

For more information on this project, please visit their website:


Grading Soft Skills (GRASS)


Grading Soft Skills (GRASS) is a 3-year research project financially supported by EU (project reference number: 543029-LLP-1-2013-1-RS-KA3-KA3MP), focusing on representing soft skills of learners of various ages and at different levels of education in a quantitative, measurable way, so that these skills can become the subject of formal validation and recognition. Soft skills include problem solving, communication, collaboration, social and civic competences, initiative taking and entrepreneurship, larning to learn, creativity, innovation, critical thinking, decision making, cultural awareness and expression, research and enquiry, flexibility and adaptability, initiative and sand so on. The GRASS project develops innovative pedagogical approaches and ICT tools and services to support: a) continuous development, measurement, assessment, grading and recognition of learners’ soft skills, spanning different ages and educational levels, based on the idea of digital badges (digital credentials; more specifically, Open Badges); b) monitoring on the long run the accumulation of one’s soft skills, in their own ecosystem; c) embedding measurement and recognition of soft skills, competencies, and achievements in educational practices at all educational levels; and d) peer assessment of soft skills that is social, transparent and participatory, and “works more like the Web”, rather than in teacher-in-control-only way.


For more information on this project, please visit their website: