In 2009, TU Delft asked if we could rebuild a peer-review tool they had created themselves using Scorion. With some changes, it was possible. The platform started to grow. More and more assessment-like processes in real work situations could now be supported.

At TU Delft, the problem was that project teams were working more and more outside the view of the teachers. Still, they wanted to understand how students were developing. That is why they needed the peer-review tool.

Around the same time, we visited several universities of applied sciences with Scorion. We showed that we had created an assessment platform where you could easily see how a student was developing. Both students and their supervisors could use it. We had the technical knowledge from our survey tool to build questionnaires, and the educational knowledge to not treat them as just surveys, but to connect them to a portfolio.

So instead of only storing documents or final grades in a portfolio, we could also save and show data from completed assessment forms on a dashboard. That was the heart of Scorion.

Most universities we showed it to were not interested. They thought it was too much work. And it meant they had to think carefully about their curriculum first.

But the Scorion team kept going. We knew it was a good idea. Luckily, we got in touch with a medical education program at a university. And it turned out there was a name for what we were doing: programmatic assessment. The continuous capture of valuable learning moments.

Isala Hospital in Zwolle asked if they could use it together with the UMCG in Groningen. They were already using our survey tools, but now they were wondering: could the paper internship booklets in medical education also be made digital?