Model-Based Course Assessment – Principles and Practice
(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:
https://lup.lub.lu.se/record/701517
- author
- Regnell, Björn LU and Runeson, Per LU
- organization
- publishing date
- 2004
- 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
- 2021-04-29 09:44:28
@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}}, }