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The most commonly used assessment methods have been a point of criticism and discussion recently. For example, many courses determine the final grade by taking a weighted average over some interim tests and a final exam. Some criticisms are the following:

• Students can pass while ignoring potentially important intended learning outcomes (at worst up to 60% of the ILOs). In first year bachelor courses this is extremely detrimental to students' development, since students will get in trouble with courses that assume prerequisites.
• This method is unfair to students who learn at a slower pace, as their low interim results drag down their grade even though they may have shown full mastery on a final test.
• A points-based system cultivates a mindset of collecting points rather than a mindset of learning.

In this session by Rick Erkens and Tom Verhoeff (Mathematics and Computer Science department), we will look at shortcomings of commonly used assessment plans by examining some examples and experiences. Then we will discuss some guidelines for improvement suggested by the literature, and some of their attempts at implementing those guidelines. Since each course is different, there is no perfect one-method-to-rule-them-all. We would love to hear your experiences and feedback on this topic as well.

This event is open to teachers and support staff; registration is free and can be done . Free lunch and drinks will also be available to those attending in person.

For inquiries, email academylearningteaching@tue.nl.

References:

• The book Grading for Growth by David Clark and Robert Talbert
• The book Specification Grading by Linda Nilson