Within a faculty, several individuals are formally assigned specific tasks and responsibilities relating to assessment.

Examiner
The board of examiners appoints individuals – often course coordinators –  as an examiner, making them responsible for:

• the quality of the assessment of your course;
• contributing through your course to the achievement of one or more end qualifications of the programme;
• the development, administration, grading, determination of results, and evaluation of the assessment.

Director of education
The director of education is responsible for:

• the quality of the assessment programme;
• establishing the assessment plan and assessment programme;
• consulting with programme coordinators, chairs of boards of examiners, and curriculum committees about the implementation of (parts of) the faculty’s assessment policy plan;
• providing appropriate training for examiners and board of examiners members to support their assessment competence;
• ensuring effective functioning of quality assurance activities;
• regular evaluation and possible adjustment of the faculty assessment policy plan.

Dean
The dean is responsible for:

• establishing the faculty’s education and assessment vision, the faculty assessment policy plan, and the Education and Examination Regulations (EER), including final responsibility for its implementation;
• appointing the members of the board of examiners;
• defining competency requirements for examiners, directors of education, and examination boards.

All programmes have two key committees with formal responsibilities in relation to assessment: the board of examiners and the curriculum committee.

Board of examiners

Each program within the faculty has its own board of examiners. Within the quality assurance of assessment, the board of examiners has two main tasks: ensuring the quality of assessment (NVAO Standard 3; NVAO, 2024) and ensuring the final level of students (NVAO Standard 4; NVAO, 2024). The board of examiners can mandate an assessment committee to carry out assurance activities and report back. Article 7.12b of the WHW 2025 outlines all responsibilities of the board of examiners:

• safeguarding the quality of exams and final assessments;
• issuing guidelines and instructions within the framework of the EER for assessing and determining exam outcomes;
• granting permission to students to follow a custom program that leads to a degree;
• granting exemptions for one or more exams;
• ensuring the quality of organization and procedures around exams and assessments;
• taking action in cases of fraud;
• preparing an annual report on its activities.

Curriculum committee

Each programme has a curriculum committee that, according to the WHW 2025 10.3c, is responsible for:

• advising on education-related matters, including assessment;
• reviewing course evaluations and making recommendations;
• exercising the right of advice on the EER;
• identifying problems and advising on the development and implementation of educational policy to ensure and improve the quality of the programme;
• contributing to and advising on the programme’s assessment plan;
• monitoring workload and assessment pressure for both teachers and students and reporting to the director of education;
• translating signals for possible improvements in assessment quality into recommendations to the education director.

In addition to mandated individuals and formal committees, various other stakeholders hold formal or informal roles within the assessment process.

 Schedulers, support staff, (policy) advisors, surveillants and others

The responsibilities of these various stakeholders may include:

• providing expert service to teachers and students;
• aligning services with teachers’ needs;
• involving education directors in balancing staffing capacity against priorities from teaching teams;
• organizing training in assessment and advising/supporting assessment development;
• monitoring compliance with institution-wide agreements regarding academic calendars, EER, etc.