Until recently examinations of the project work were held in groups on the basis of the project report in order to ensure alignment between goals, learning activities and assessment form. However, in 2006 the government announced that group examinations would no longer be permitted. As a result students are now allowed to do study work and write reports in groups, but they are to be examined and assessed individually, i.e. without the presence of other students from the group.
In this paper, we will investigate some of the consequences of these new regulations for assessment. The research questions will address the question of alignment between group study and individual examination; the pros and cons of the individual examinations including the aspect of validity; the influence on student behaviour, if any; and finally the academic results of the new regulations. The results of a qualitative survey among study leaders will be compared to previous investigations made since the ban of group exams. Based on selected theoretical approaches to teaching, learning and assessment we wish to discuss the result of our research, the consequences of the changes in assessment forms, as well as the measures taken at the university in order to obtain new valid assessment forms. Finally, suggestions will be made to some alternative assessment forms.
|Status||Udgivet - 2010|
|Begivenhed||The 17th Improving Student Learning For the Twenty-First Century Learner - Imperial College, London, Storbritannien|
Varighed: 7 sep. 2009 → 9 sep. 2009
Konferencens nummer: 17
|Konference||The 17th Improving Student Learning For the Twenty-First Century Learner|
|By||Imperial College, London|
|Periode||07/09/2009 → 09/09/2009|