This paper describes considerations behind the organisation of a third semester BSc education. The project aims to facilitate a feedback-oriented environment using assessment for learning and for incremental measure of learner progress [Vleuten et al, 2012, "A model for programmatic assessment fit for purpose"]. Learning outcomes encourage higher order cognitive skills, following [Biggs & Tang, 2011,"Teaching for quality learning at university: what the student does"]. Embracing [Dochy et al. 2018, "Creating Impact Through Future Learning: The High Impact Learning that Lasts (HILL) Model"], several mechanisms encourage focus and motivation.

翻译：本文件介绍了组织第三学期BSc教育背后的考虑。该项目旨在利用学习评估和学习进展渐进衡量,促进以反馈为导向的环境[Vleuten等人,2012年,“适合目的的方案评估模式 。学习成果鼓励更高层次的认知技能,遵循[Biggs & Tang, 2011年,“大学高质量学习教学:学生的所作所为” 。拥抱 [Dochy 等人,2018年,“通过未来学习获得影响:高影响学习模式 ”,若干机制鼓励重点和动力。