Assessment and evaluation

During this course we look at different forms of assessment and evaluation. We give you the opportunity to examine your experience when it comes to theories of learning and regulations through various case examples.

The purpose of the course is to give you the opportunity to reflect upon your assessment and evaluation strategies with the intention of revealing the choices you make, how they influence the students' learning and the possibilities for achieving the goals that have been set.

Quotes from previous participants

"I didn't imagine that assessment and evaluation could be so important. Interesting to hear how other departments work."

Target group

The course is aimed at all teachers interested in learning more about assessment and evaluation in higher education.

Objectives

During the course you will be given the opportunity to develop:

• your knowledge of the theoretical foundation for assessment/evaluation as a pedagogical tool
• a reflective attitude towards the assessments and evaluations that you carry out
• knowledge of the rules that steer examination and evaluation
• knowledge of different assessment and evaluation models
• strategies for marking examinations and feedback
• an examination and evaluation together with other teachers

Course content

• Assessing and evaluating for learning
• What is required of the teacher, who does what
• What can and shall be examined and evaluated
• Good examples of examinations and evaluations
• Rules that support, demand and limit our work
• Examination as a measuring problem
• Assessment of examinations – the purpose, criteria, and the marker
• The importance of language in an examination

During the course you carry out a project where you develop a new examination and course evaluation for a course you teach or are going to teach.
Teaching strategy

In the course theories and introductions are alternated with practical exercises where you are expected to be active and share your experiences from university teaching. You are not going to meet many different "lecturers" at the course meetings; instead the course leaders introduce, organise, lead and follow up the discussions.