Constructive Alignment (CA) is a model for designing educations in higher education. This is how you apply it, step by step.
Continue reading “Constructive Alignment in practice”Category: GRADING
EXAMINATION
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.
Learning objectives: the SOLO taxonomy
The SOLO taxonomy for writing learning objectives with systematized, active verbs that describe a progression of knowledge, skills and abilities.
Continue reading “Learning objectives: the SOLO taxonomy”Jenny Moon: Course objectives, requirements and assessment criteria
Jenny Moon’s (Exeter University) texts on course objectives, assessment criteria and other closely related issues are almost classic and appear in many higher education pedagogical contexts.
Continue reading “Jenny Moon: Course objectives, requirements and assessment criteria”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.
Continue reading “Tips: Assessment matrices for grades in laboratory elements”Groupwork and individual grades
Can groupwork be used for examinations? Is it possible to give individual grades? Are there other ways to use groupwork in teaching?
Continue reading “Groupwork and individual grades”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.
Continue reading “Tips: Careless essays with “formal errors””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.
Continue reading “Tips: Length of the text in the take-home exam”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.
Continue reading “Tips: Exam questions based on short case descriptions”Tips: Vary the context of the question. An example.
How do one design exam questions that can be varied to make plagiarism more difficult, but still test students in an equivalent way? An example.
Continue reading “Tips: Vary the context of the question. An example.”