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Student and teacher experiences of assessing different levels of understanding
Luleå University of Technology, Department of Civil, Environmental and Natural Resources Engineering, Geosciences and Environmental Engineering.
2004 (English)In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 29, no 3, p. 323-333Article in journal (Refereed) Published
Abstract [en]

Examinations greatly influence course structures and student study strategies. A course for students in the civil and environmental engineering programme at Luleå University of Technology was reconstructed with the aim of increasing levels of understanding. A simple written test was designed to assess low levels of understanding (definitions, concepts, etc.). Laboratory work, fieldwork and extensive assignments (calculation tasks) were intended to assess medium levels of understanding (apply, use and combine algorithms, etc.). A final oral group exam that was used to assess high levels of understanding (compare/contrast, explain causes, analyse, relate) concluded the course. Peer assessment of laboratory work and assignments was also applied. The students ranked the entire course at 5 on a 6 grade scale and appreciated the extensive assignments and the assessment approach.

Place, publisher, year, edition, pages
2004. Vol. 29, no 3, p. 323-333
National Category
Geochemistry
Research subject
Applied Geology
Identifiers
URN: urn:nbn:se:ltu:diva-3651DOI: 10.1080/0260293042000188276Scopus ID: 2-s2.0-33845226318Local ID: 177562e0-7b0a-11db-8824-000ea68e967bOAI: oai:DiVA.org:ltu-3651DiVA, id: diva2:976509
Note
Validerad; 2004; 20061123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Lundberg, Angela

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