Expedient forms of assessment in higher education

Document identifier: oai:dalea.du.se:1950
Keyword: Assessment, Comparability, Feedback, Informal assessment practice
Publication year: 2006
Relevant Sustainable Development Goals (SDGs):
SDG 4 Quality educationSDG 16 Peace, justice and strong institutionsSDG 3 Good health and wellbeing
The SDG label(s) above have been assigned by OSDG.ai

Abstract:

Examinations and assessments give lecturers the power to control and direct students´ learning and learning activities. For this reason, many lecturers have tested and developed new forms of assessment that can be used to support students´ personal growth and critical thinking. This paper takes as its point of departure an oral assessment that has been developed in an undergraduate course in business administration. During an hour groups of 8-12 students struggle to perform a reflective dialogue, using the facts and analytical schemes they have studied, in order to inquire into a problematic situation. In this paper, this assessment is seen as an example of a varied and rich assessment practice that has grown out of a desire for purposeful and expedient forms of assessment. In the present situation, with large and heterogeneous groups of students, limited resources and new demands for full comparability of students´ performances throughout the European community, it is important that the appearing assessment practice is reflected upon and made available for critical evaluation, in order to improve the quality in undergraduate education.

Authors

Bertil Olsson

Högskolan Dalarna; Företagsekonomi
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