A strong start: Designing a Positioning Test for Bachelor Students in the Humanities and Social Sciences

Authors

DOI:

https://doi.org/10.56433/186yzd72

Keywords:

positioning test, humanities and social sciences, test design, educational innovation, university transition

Abstract

Higher education in Flanders is open-access (except for medical and some arts programs), meaning that anyone with a secondary education diploma can enrol in university. In addition, tuition fees are relatively low compared to other countries. These factors make it essential to support students in making well-informed study choices, which is the goal of the orientation process. Positioning tests take place in the later stages of this process, giving the students an opportunity to assess whether their preferred study choice matches their interests and skills. Positioning tests, such that exists already in STEM, are thus meant to help students reflect on their initial choice.

At this moment, we are developing positioning tests for humanities and social sciences, in response to an impulse from both the university and the Flemish government to improve study success, especially during students’ first year. The aim of the development of these positioning tests is threefold: the test has to (1) provide a reliable and valid idea of the necessary starting competencies of the program, (2) predict academic success and inform the student on their potential, and (3) be able to indicate the learning needs of starting students, offering targeted remedial support.

In this paper, we will further elaborate on the rationale and genesis of the positioning test. We will detail how the to-be-tested starting competences were selected, how the content of the test was further inferred from that and how the questions were developed. In addition, we will discuss piloting the first version of the positioning test involving over 1.000 students and 24 stakeholders, researching the reliability and validity of the test. A close collaboration between the involved faculties and the project team was central in every step of this process.

Author Biographies

  • Ena Coenen, Katholieke Universiteit Leuven

    Dr. Ena Coenen is a validity researcher specializing in positioning tests for humanities and social sciences. Previously, she coordinated large-scale monitoring tests in primary and secondary education. Her work builds on a strong academic foundation, including a PhD in Criminology and a Master’s in Experimental Psychology.

  • Leen Sevens, Katholieke Universiteit Leuven

    Dr. Leen Sevens is an educational technologist at KU Leuven with a PhD in computational linguistics. She works at the intersection of AI, language, and education, coordinating innovation projects for the Humanities and Social Sciences. Passionate about accessibility and technology, she supports inclusive, future-ready teaching in higher education.

References

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Smither, J. W., Reilly, R. R., Millsap, R. E., Pearlman, K., & Stoffey, R. W. (1993). Applicant reactions to selection procedures. Personnel Psychology, 46(1), 49-76. https://doi.org/10.1111/j.1744-6570.1993.tb00867.x

Statistiek Vlaanderen (2025, March 27). Drop-out in het hoger onderwijs. Onderwijs en Vorming. https://www.vlaanderen.be/statistiek-vlaanderen/onderwijs-en-vorming/drop-out-in-het-hoger-onderwijs

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Published

2026-06-09

Issue

Vol. 14 No. 2 (part 3) (2026): EFYE Special Issue

Section

On the Horizon

License

Copyright (c) 2026 Ena Coenen, Leen Sevens

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