Combining assessment elements into a holistic assessment concept

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

Teachers’ view on combining assessment elements into a holistic assessment concept

Abstract in UndeterminedAssessments 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