Teachers’ view on combining assessment elements into a holistic assessment concept
Författare
Summary, in English
Assessments of students’ knowledge and skills are sometimes habitually performed, but the design of proper assessment concepts – beneficial to both teaching and learning – ought to be a central issue for all course planners in higher education. The main purpose of this paper is to discuss a variety of assessment elements, as well as ways in which to combine them. It uses experiences from Lund University’s Faculty of Engineering (LTH) to provide suggestions and advice for course planners. The discussion is based on the combination of a literature review in the field of teaching and learning, of empirical material obtained from surveys and group discussions with 22 teachers at LTH, and of the authors’ own experiences in their capacity as course leaders and teachers. The study reveals a preference for projects and written assessment, as compared with the less preferred individual oral assessment. The paper indicates potential for quality enhancements through the adapted tailoring of assessment elements into holistic assessment concepts.
Avdelning/ar
Publiceringsår
2008
Språk
Engelska
Publikation/Tidskrift/Serie
[Host publication title missing]
Dokumenttyp
Konferensbidrag
Förlag
Lunds Universitet, Lunds Tekniska Högskola, Genombrottet
Ämne
- Water Engineering
- Energy Systems
- Building Technologies
- Transport Systems and Logistics
- Production Engineering, Human Work Science and Ergonomics
Nyckelord
- SoTL
Conference name
LTHs 5:e Pedagogiska Inspirationskonferens, 2008
Conference date
2008-10-23 - 2008-10-23
Conference place
Lund, Sweden
Status
Published