Marieke van der Schaaf is a professor of Research and Development in Health Professions Education at University Medical Center Utrecht. She was Principle Coordinator of the FP7 EU WatchMe project regarding Workplace-based e-Assessment technology in higher education driven by Learning Analytics This included a cooperation between 8 academic institutes for professional education (teacher education, medical education, veterinary education) and 3 non-scientific medium enterprises throughout Europe (and California USA).

She is also a researcher in the ‘VQuest’ team that develops and researches digital e-assessments with radiological images:

She is part of a research team with Arthur Bakker, Shakila Shayan and Dor Abrahamson (Berkeley) that researches the use of tablet technology, especially embodied design for proportional reasoning in mathematics. The team collects tracedata, eyetracking data and think aloud data to get more insight in pupils' learning.

CHARMING: Chemical Engineering Immersive Learning
Algemene projectbeschrijving

3e geldstroom - EU EU H2020 MSCA-ETN
Afgesloten projecten
Chemical Engineering Immersive Learning 01-11-2018 tot 31-03-2022
Algemene projectbeschrijving

Recent developments in immersive learning technologies are providing exciting new tools for teaching and training programmes, yet they remain underutilised in science & technology education, and nowhere is this more true than in the field of chemistry and chemical engineering.
CHARMING, the European Training Network for CHemicAl EngineeRing IMmersive LearnING, takes on this challenge by developing learning strategies, content and prototypes for the application of games and virtual/augmented reality for motivating, teaching and training children, students and employees in chemistry, chemical engineering and chemical operations. The inter-sectorial and interdisciplinary CHARMING ETN consists of leading universities and industry participants and trains 15 ESRs in the areas of innovative chemical engineering, instructional psychology & pedagogy and immersive technology.

3e geldstroom - EU

Feedback is important for students’ development and for (becoming) professionals. Though several studies point to general characteristics of effective feedback (e.g., Shute, 2008), it is also shown that feedback often does not produce unequivocal positive effects and may even hamper learning (Alvero, Bucklin, & Austing, 2001; Duijnhouwer, 2010; Kluger & DeNisi, 1996). In my current research I study feedback and assessment situations in different settings and how these can be improved, for instance in higher education and medical education. Regarding the latter technological and digital developments CT and MRI images are nowadays visualized in multiplanar (3D) setting and specialists can ‘interact’ with images by navigating through slices. This requires development of new medical specialists’ expertise. The overachring aim is to find out how professional expertise development can be stimulated by means of feedback. Mixed-method approaches combining surveys, eye-tracking, thinking aloud and computer interaction analyses are characteristics of my research into the effects of different feedback approaches.

Co-Supervision of two postdocs and 9 PhD-students (5 defended their theses) in educational sciences and medical education.



Main applicant UU-USO THERMOS-project: Teachers Monitoring Students 2018-2021

Co-applicant Erasmus+ EU-project OfLA, Learning Analytics 2018-2021. Main applicant: Nothingham University


Co-applicant EU KA2 Cooperation for innovation and the Exchange of Good Practices, KA203-Strategic Partnerships for higher education, Erasmus+: MA in Educational Technology: A New Online Blended Learning Program for New Member States (1-9-2017 till 31-8-2020). Main applicant: Tartu University Estonia

Main applicant STIM-grant HowULearn: Internal grant Faculty of Social Sciences to write an USO-project to evaluate student and teacher development in collaboration with University of Helsinki

Co-applicant USO-project E-quality. Assessing the Quality of Assessment [Kwaliteit van toetsing beoordeeld]. Main applicant: Veterinary Education UU

Main applicant The X-games, Online and Open onderwijs. Min OCW.

Co-applicant IV4J Innovation in VET for Jobs and Employment (Erasmus +). Contract no. 2016-1-DE02-KA202-003271 Principal Coordinator: FA-Magdeburg GERMANY


Co-applicant. Demonstrator grant NWO, digital assessment with VQuest. Main applicant: UMCU


Main applicant: Internal grant ‘profilerings postdoc ELS’ (2 years fulltime). Embodied expertise: to get a feel for 2D and 3D visualizations in vocations. Co-applicant: dr. A. Bakker.


Main applicant WATCHME: Workplace-based e-Assessment technology for Competency-based higher Multi-professional Education, FP7 Strep; Technology enhanced learning.

Main applicant IMAGEME: IMage interpretation Assessment using loGs for Evaluation in Medical Education Surf foundation


Main applicant Digital assessment in images, an additional dimension. 2012-2014. Surf foundation. Developmental and research project.


Main applicant Assessing in images. 2010-2013. Surf foundation. Research project.


Co-applicant Teachers’ professionalization, Feedback on Reflection. 2007-2012. Grant NWO-PROO. Part of an interlinked research project with Leiden University (ICLON) and Eindhoven school of Education.


Main applicant Development and assessment of cross-curricular skills using a student portfolio. 2004-2010.


Main applicant Assessing teacher competences related to teaching students research skills. 2000- 2005. Grant NWO-PROO 411-21-204.

Grants in Practice-oriented research (short term research NRO)


Main applicant, project leader ‘Measures for self-regulated learning’.

Main applicant, project leader ‘Construction of a monitoring instrument about teaching self-regulated learning’

Co-applicant, project leader ‘Practical assignments in Classical languages’