Examining is a wasp’s nest of things to keep track of and take into account. For us as university, it places special demands on predictability and equal treatment. We also, as an authority, have access to large resources to live up to this responsibility.

Tips: Assessment matrices for grades in laboratory elements

It is difficult to assess laboratory elements and oral examinations in a practically manageable and legally secure manner. Traditionally, the assessment criterion for laboratory elements has only been a requirement for active participation, while the written laboratory report is what is graded. Thus, the practical part is in principle not grade-based, despite the fact that laboratory skills and procedural knowledge may be a central part of the subject content. In this project, the teachers have investigated whether assessment matrices can be a way to make these elements assessable.

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Tips: Careless essays with “formal errors”

Examining essays create troublesome extra work for tutors and examiners when the essay is carelessly proofread, with formal errors of various kinds. Here is an example of how to use a checklist to support students’ proofreading, reduce extra work for the teacher and get better essays.

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Tips: Length of the text in the take-home exam

The assessment of whether a student has reached the examination requirements in an exam of the essay type normally refers to the qualitative value of the solution, not the quantity. For reasons of assessment, we still often set an upper limit (and sometimes a lower limit) in the number of words/number of pages for the solution. This influence students’ focus to shift from quality to volume.

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Tips: Exam questions based on short case descriptions

The goal here is to influence study strategies to involve more in-depth learning by use of short case descriptions. As a beneficial side-effect, systematically constructed case descriptions can be used to function as the basis for a large and useful material of examination questions.

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