The new educational modelAssesment of project groups

Lars Peter Jensen

The New Aalborg Model

2

50%courses

50%project

Course

5 ECTS

Project 15 ECTSIn groups up to 8 personsGroup Based individual

assessmentSelf-selected groups

Appointed supervisor(s)

One semester

1 ECTS (European Credit Transfer System) = 26 working hours

Course

5 ECTS

Course

5 ECTS

How to organize projects

• More focus on Peer-learning• Facilitation of group• Communication/information/

lecture for all groups on the semster (e.g. Introduction)

• Status seminar• Workshops • Visits to companies

How to organize courses

• Lectures• Study groups• Student Symposia (lectures by students)• Exercises• Workshops• Excursions• Mini Projects• Longer individuel exercises (e.g. one

week)• Cases• Question time sessions

5

Project Based Learning

Subject 1 Project 1

Subject 2 Project 2

Moesby 2004http://www.cnsphoto.com/

15 ECTS Project

Subject 3

Assessment of courses

• Written examination (traditional)• Multiple-choise test• Written exam. using computer• Written answers to assignments

(exercises, mini project, articel, essay etc.)• Written reflexsive portfolio • Oral examination• Oral exam. based on written answers by

stu.• Continued assessment (presence, written

assignments etc.)

”Economy”/payment

Facilitation of project:1 hour pr. student pr. ECTS. Max. 100 hour,

typicalle 75-90 (5-6 stu.). ALL included !!!Censorship 2 hours pr. stu. Min. 8 hours

Courses (5 ECTS):150 hours + 1.5 hour pr. studentsTotal: 180 h. (20 st), 240 h. (60 st), 300 h. (100

st)Exam 0.33 h. pr. st. both for teacher and censor

Asssessment of projects

Lars Peter Jensen

9

Alignment

Goa

ls

Contents

Teaching and

learning methods

Asses

smen

tTeachers

Students

Physical space and resources

Organisation and culture

Values and conceptual change

Assessment - the hidden curriculum

The aim of the study

goals

objectives

Forms of the exams and criteria

Teaching and learning methods: PBL and project work

Basic assumptions

• Examination is influencing the students learning approach

• Criteria for evaluation are crucial for the learning process

• Evaluation is a basic part for the learning process (reflection)

The Faculty of Engineering and Science

The New Project Examination

Hans HüttelAnette KolmosKathrin Otrel-CassEgon MoesbyJette Holgaard

Reviewed byLars Peter Jensen

Have you seen the film?

Picture: http://www.information.dk/153342

The Faculty of Engineering and ScienceThe Faculty of Engineering and Science

A comparison

Individual project exams Group-based project exams

The group presentation (app. 1 hour) at the start is not part of the examination. Individual assessment of the presentation is not possible.

The group presentation (app. 1 hour) at the start is part of the examination. Individual assessment is possible.

About 30 minutes of individual questions based on selected aspects of the project.

A joint discussion involving the entire group. All aspects of the project are examined.More detailed knowledge in selected aspects are assessed by rounds of individual questions for each student.App. 30 minutes pr. Student.

Feedback from the supervisors and examiners after the project has been assessed and grades are given.

Feedback becomes part of the examination itself. Further feedback can be given after the grades are given.

The Faculty of Engineering and Science

Presentation of project (students) 6-10 minutes pr. studentComments to the presentation (examiners)

The examiners agree on the grades

Announcement and justification of grades (Some students might prefer this individually)

• A general, question-based discussion with more methodological questions

• Specific questions for each student

break

An example of the structure of the new project exam.

break

Total planned exam time: 45 minutes pr. student.Max. 5 hours

The Faculty of Engineering and Science

Supervisors andexaminers

Group of students to beassessed

Blackboard

An example of the physical setup of the new project exam

The Faculty of Engineering and Science

Assessment in the new project exam format

The assessment is individual; grades may (and often will) vary. The individual student is assessed on the basis of an overall

evaluation of the fulfillment of the project module’s learning objectives as reflected in:

• the written project report and the overall presentation• the student's contribution to the presentation• the student's contribution during the joint discussion• the student's contribution during the individual question

round(s)

Partial grades are not given, not even "unofficial" ones, for the individual elements, but all aspects must be satisfactory in order for the student to pass the exam.

The Faculty of Engineering and Science

The new project exam for final project (Bachelor or Master thesis) exam.

Same procedure and assessment format as for every other project exam but timing is 1 hour pr. Student for the whole examination procedure.

Extraordinary possibility, only this year:Individual exam. You have to apply to the study board.

The Faculty of Engineering and Science11The Faculty of Engineering and Science

Learning from the past

Picture: markjuleen.com

The Faculty of Engineering and Science

The preferences

Kolmos and Holgaard, 2008

The Faculty of Engineering and Science

The reactions at the time of the ban in 2007

There was a strong preference towards the group based exam from: • 94% of the internal staff

examiners (facilitators) (n=162)

• 87% of the external examiners (n=131)

• 69% of the students (n=516)

Picture: http://www.outcomesnm.org/images/team_home.gifKolmos and Holgaard, 2008

The Faculty of Engineering and ScienceThe Faculty of Engineering and Science

Strong points for group assessment

• Easier to examine all parts of the project thoroughly.• Less temptation to ask “textbook questions” that ignore

the actual project.• Identification and recognition of the diversity of

students’ knowledge.• Opportunity to demonstrate

applied knowledge and competence.

• Students can build on and benefit from each other’s contribution.

• The feedback during the exam makes it easier for students to understand their grades.

Picture: loridennis.com

The Faculty of Engineering and Science

Skills tested - TekNat

The ability to: GRP 2006 IND 2008

Answer questions quickly

Remember concepts and definitions

Argue for methodological choices

Relate different concepts to each other

Show theoretical overview

Show analytical skills

Discuss the pros and cons of a solution

Transfer knowledge to other situations

Make an oral presentation

Enter into dialogue and collaboration

Comment and elaborate on arguments

Work in teams

More than 7 out of 10 felt that this ability was tested to a large or to some extentMore than 9 out of 10 felt that this ability was tested to a large or to some extent

More than 5 out of 10 felt that this ability was tested to a large or to some extentFewer than 5 out of 10 felt that this ability was tested to a large or to some extent

The Faculty of Engineering and Science

What students said about group-based exams

• The students that were in favour of group-based exams also emphasized:

• that the team setting create a pleasant atmosphere

• that they have learned a lot during the exam because of the thorough discussions.

• More than 80% either disagreed or partly disagreed that ‘it is easy to hide in a group-based exam’ (82%), and that ‘you do not have to cover the whole curriculum in a group-based exam’ (80%).

Kolmos and Holgaard, 2008

The Faculty of Engineering and Science

Conducting a good exam (for all involved)

• Prepare the joint discussion really well.• Plan the individual round of questions well and

make sure you have discussed this with students in advance.

• Keep track of contributions using a detailed scorecard and extensive notes.

• Prepare to give feedback on the performance of each student

The Faculty of Engineering and Science

How can you prepare for the new format?

All exams, no matter what the format, are a challenge.

• Make sure that you and your colleagues agree on your interpretation of the exam format.

• Share information about the exam format and strategies on how to ‘get through’ and be prepared early on in the teaching and supervision process.

• Meet the students some days before the exam to explain/discuss the format again. Agree on what constitutes good behaviour during the exam.

• Talk to experienced colleagues.

The Faculty of Engineering and Science

All information on:

Http://www.tek-nat.aau.dk/Officielle+dokumenter/Uddannelsesregler+og+ressourcer/Projekteksamen/

The Faculty of Engineering and Science19

Questions?

The Faculty of Engineering and Science

Starting over – learning from experience

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