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Model-Based Course Assessment – Principles and Practice

Regnell, Björn LU orcid and Runeson, Per LU orcid (2004)
Abstract
This paper presents the concepts of model-based

course assessments. This involves a mathematical model to define

the grading scheme of a course, based on a set of items to be

scored. We report lessons learned from using this approach. An

important conclusion is that model-based assessment promotes

clear definitions of assessment criteria.
Please use this url to cite or link to this publication:
author
and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
SoTL
categories
Higher Education
host publication
LTH pedagogisk inspirationskonferens 2004
language
English
LU publication?
yes
id
dbc3151e-3b38-43d2-a4c1-001a656c220b (old id 701517)
date added to LUP
2016-04-04 13:39:57
date last changed
2025-04-04 15:26:53
@inproceedings{dbc3151e-3b38-43d2-a4c1-001a656c220b,
  abstract     = {{This paper presents the concepts of model-based<br/><br>
course assessments. This involves a mathematical model to define<br/><br>
the grading scheme of a course, based on a set of items to be<br/><br>
scored. We report lessons learned from using this approach. An<br/><br>
important conclusion is that model-based assessment promotes<br/><br>
clear definitions of assessment criteria.}},
  author       = {{Regnell, Björn and Runeson, Per}},
  booktitle    = {{LTH pedagogisk inspirationskonferens 2004}},
  keywords     = {{SoTL}},
  language     = {{eng}},
  title        = {{Model-Based Course Assessment – Principles and Practice}},
  year         = {{2004}},
}