Mien Segers

Name & Function

Mien Segers
Professor

See also: http://www.onderwijsstudies.leidenuniv.nl

Contact Information

contact me
Tel +31-43-388 3785
Room: B3.11

Field of Interest

- Learning and Assessment in student-centered learning environments

- Learning and Assessment in Professional training and development programmes
 

Knowledge sharing and decision-making in collaborative multidisciplinary teams with (a)synchronous computer-mediated environments.

Courses (Coordinating)

Mien Segers is responsible for courses at the University Leiden, Department of Educational Sciences (see website University Leiden)

Curriculum Vitae

Prof. Dr. Mien S. R. Segers is affiliated as a full professor at the University Leiden, School of Education and at the University Maastricht, Department of Educational Development and Research. Her research and educational development interests focus on student-centered learning environments, mainly in the higher education sector. Her specific fields of instruction and research topics are problem-based learning environments and new modes of assessment as an integral part of innovative learning environments. Currently, she also supervises research on knowledge management in teams in professional and educational settings and expands her field of research to the context of professional training and development programmes. As a consultant, she has been involved in educational innovations in a wide variety of educational institutions.

She has been coordinating the Special Interest Group on Assessment and Evaluation of the European Association for Research on Learning and Instruction (EARLI). Since August 2003, she coordinates the Special Interest Group Higher Education of EARLI. She is also involved in the EDINEB (Educational Innovation in Economics and Business Administration) network as an associate editor of the book series of the network and as an expert in the international seminars organized by the network.

Dissertation

Quality Assurance in Higher Education

Publications (selection)

Articles in international refereed journals

Segers, M.S.R., & Dochy, F.J.R.C. (1996). Quality Assurance in Higher Education: Theoreti­cal Considerations and Empirical Evidence. Studies in Educational Evaluation, 22, 2, 115 - 137. 

Dochy, F.J.R.C., Segers, M.S.R., & Moerkerke, G. (1996). The importance of prior knowled­ge and assessment for increasing efficiency of the learning processes, especially in problem-based powerful learning environments. European Journal of Agricultural Education and Extension, 3,3, 141 - 167.

Segers, M.S.R. (1997). An alternative for assessing problem-solving skills: the OverAll Test.

Studies in Educational Evaluation, 23,4, 373-398.

Segers, M., Dochy, F., & De Corte, E. (1999). Assessment practices and students’ knowledge profiles in a problem-based curriculum. Learning Environments Research, 2, 191-213.

Dochy, F.J.R.C., Segers, M.S.R., & Sluysmans, D. (1999). The use of self-, peer and co-assessment in higher education: a literature review. Studies in higher education, 24, 3, 331-350.

Dochy, F., Segers, M., & Buehl, M. (1999). The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior knowledge. Review of Educational Research, 69, 2, 147-188.

Segers, M., Dierick, S. , & Dochy, F. (2001) Quality Standards for new modes of assessment. An exploratory study of the consequential validity of the OverAll Test. European Journal of Psychology of Education, XVI, 4, 569-588.

Segers, M., & Dochy, F. (2001). New Assessment Forms in Problem-based Learning: the value-added of the students’ perspective  Studies in Higher Education, 26, 3, 327-343.

Dochy, F., Moerkerke, G., de Corte, E., & Segers, M. (2001). The assessment of quantitative problem-solving skills with ‘none of the above’-items. European Journal of Psychology of Education, 16, 2, 163-177.

Pletinckx, J., & Segers, M. (2001). Program evaluation as an instrument for quality assurance in a student-oriented educational system. Studies in Educational Evaluation, 27, 355-372.

Dochy, F.J.R.C., Segers, M.S.R., & Pletinckx, J. (2002). The question of entry assessment or how can we assess previously acquired knowledge. Main research findings and implications for practice. International Journal of Continuing Engineering Education and Life-long Learning, 12, 31-45.

Arts, J.A.R., Gijselaers, W.H., & Segers, M.S.R. (2002). Cognitive effects of an authentic computer-supported, problem-based learning environment. Instructional Science, 30, 465-495.

Dochy, F., Segers, M., & Dierick, S. (2002). Nuevas Viaas de Aprendizaje y Ensenanza y sus Consecuencias: una Nueva Era de Evaluación. Boletin de la Red Estatal de Docencia Universitaria, 2, 2, 13-31.

Gijbels, D., Van den Bossche, P., Segers, M., & Dochy, F.J.R.C. (2003). Effects of Short Term Implementation of Problem-Based learning within Teacher Training. International Journal of Educational policy, Research & Practice, 3, 4, 55-72.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13, 533-568.

Segers, M., Van den Bossche, P., & Teunissen, E (2003). Evaluating the effects of redesigning a problem-based learning environment. Studies in Educational Evaluation, 29, 315-334

Dochy, F., Segers, M., Van den Bossche, P., & Struyven, K. (2004). Students' Perceptions of a Powerful Learning Environment. Learning Environments Research: An Interntional Journal, 7, 3, (paginanrs. nog niet bekend).

Books

Segers, M.,  Dochy, F., & Cascallar, E (2003). Optimising New Modes of Assessment: In Search of Qualities and Standards.Dordrecht/Boston/London: Kluwer Academic Publishers.