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Combining assessment elements into a holistic assessment concept

Författare

Summary, in English

Many courses within higher education are assessed by “faculty standards” sometimes based

on the implicit assumption that “it has always been like this, therefore it is the best”. Selecting

and combining different assessment modes in an effective manner for a particular course are

central issues. The process does not always entail a simple and straight-forward decision

making. The main purpose of this paper is to examine the current assessment modes and

practices at Lund University’s Faculty of Engineering (LTH) and provide suggestions for

improvements. This study is based on the combination of a literature review in the field of

teaching and learning, on empirical material obtained from surveys and group discussions

with 22 teachers at LTH, as well as on experiences of the authors of this paper in their

capacity as course leaders and teachers. The study focuses on the critical examination and

analysis of issues concerning some main forms of assessment (especially project work and

written and oral assessment) applied in the five selected courses. The results show that both

teachers and students are more positive to the project and written examination than oral

assessment. Based on the results of the analysis and the experiences of teachers, the paper

provides advice for improving the quality and efficiency of assessment through combinations

of assessment elements.

Publiceringsår

2008

Språk

Engelska

Dokumenttyp

Working paper

Förlag

Lunds universitet, Lunds Tekniska Högskola

Ämne

  • Production Engineering, Human Work Science and Ergonomics
  • Building Technologies
  • Transport Systems and Logistics
  • Energy Systems

Nyckelord

  • SoTL

Status

Unpublished