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Combining assessment elements into a holistic assessment concept

Frühwald, Eva LU ; Kolte, Olof LU ; Mullai, Arben LU ; Nordqvist, Joakim LU and Persson, Magnus LU (2008)
Abstract
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... (More)
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. (Less)
Please use this url to cite or link to this publication:
author
; ; ; and
organization
publishing date
type
Working paper/Preprint
publication status
unpublished
subject
keywords
SoTL
categories
Higher Education
pages
20 pages
publisher
Lunds universitet, Lunds Tekniska Högskola
language
English
LU publication?
yes
additional info
This report is based on literature studies and an empirical study carried out in 2008 during a pedagogical course for faculty teachers at Lund University's Faculty of Engineering (LTH).
id
6215a63e-7b9c-4746-969c-b9c6dcf55de6 (old id 1215532)
date added to LUP
2016-04-04 11:48:49
date last changed
2018-11-21 21:07:22
@misc{6215a63e-7b9c-4746-969c-b9c6dcf55de6,
  abstract     = {{Many courses within higher education are assessed by “faculty standards” sometimes based<br/><br>
on the implicit assumption that “it has always been like this, therefore it is the best”. Selecting<br/><br>
and combining different assessment modes in an effective manner for a particular course are<br/><br>
central issues. The process does not always entail a simple and straight-forward decision<br/><br>
making. The main purpose of this paper is to examine the current assessment modes and<br/><br>
practices at Lund University’s Faculty of Engineering (LTH) and provide suggestions for<br/><br>
improvements. This study is based on the combination of a literature review in the field of<br/><br>
teaching and learning, on empirical material obtained from surveys and group discussions<br/><br>
with 22 teachers at LTH, as well as on experiences of the authors of this paper in their<br/><br>
capacity as course leaders and teachers. The study focuses on the critical examination and<br/><br>
analysis of issues concerning some main forms of assessment (especially project work and<br/><br>
written and oral assessment) applied in the five selected courses. The results show that both<br/><br>
teachers and students are more positive to the project and written examination than oral<br/><br>
assessment. Based on the results of the analysis and the experiences of teachers, the paper<br/><br>
provides advice for improving the quality and efficiency of assessment through combinations<br/><br>
of assessment elements.}},
  author       = {{Frühwald, Eva and Kolte, Olof and Mullai, Arben and Nordqvist, Joakim and Persson, Magnus}},
  keywords     = {{SoTL}},
  language     = {{eng}},
  note         = {{Working Paper}},
  publisher    = {{Lunds universitet, Lunds Tekniska Högskola}},
  title        = {{Combining assessment elements into a holistic assessment concept}},
  url          = {{https://lup.lub.lu.se/search/files/5861157/1215546.pdf}},
  year         = {{2008}},
}