Welcome to LH216V Develop the Learning by Using Grading Criteria!

The course will start on 26 March 2020, 9:00-12:00 in Zoom https://kth-se.zoom.us/j/205892562. It is very important that you are attending the entire first course meeting. You will need a computer with both sound and a microphone (or a headset), and preferably a camera.

Before the first meeting, please do the following preparations:

Read the article Chris Rust: Purposes and Principles of Assessment that was attached to the welcome email (and is available at academia.edu).
Review the concept of constructive alignment and read about how intended learning outcomes should be written. Please look at these slides to refresh your memory about this. If you need more explanation and examples, please look at the reading list on the last slide.
In this course you will be working with the design of grading criteria in a course. Decide which course you would like to work with, and go through the current intended learning outcomes (from the course syllabus). If your course is given in Swedish, you should look at the Swedish version of the intended learning outcomes (ILOs).
Check whether the intended learning outcomes are result oriented, assessable and at a reasonable level. According to the KTH regulations, all intended learning outcomes have to be assessed in the course, and only students fulfilling all intended learning outcomes should pass the course.
Modify if needed the ILOs so that they are possible to assess.
Bring your (modified) intended learning outcomes to the first meeting (in the language of instruction of your course), that is, prepare to share them in a window in Zoom.

Welcome!

Viggo, Hans and Veine

Inspiration from Bengt Ek, a teacher from the math department who took LH216V in the very first course offering in 2013:

"With good help from Viggo, I have changed the design of assessment and grading criteria in my course SF1630, Discrete Mathematic, that is taken by D-students in year 3.

A description of the new criteria, in Swedish, can be found here.

As you can see, they are general and designed so that students can not rule out any of the learning target. But probably they can concentrate on elementary definitions and problems in order to pass the course and at least get an E. The requirement on at least 9 of 12 points on the (new) theory part T and the elementary problem part P1 is designed so that all students who pass the course will know the foundation of the whole course.

Exampels on written exams are here: TENA (okt13) (solutions) och TENB (jan14) (solutions).

In order to prepare the students for the new way of assessment, I designed a fictional example exam: TENAf (solutions).

My subjective experiences are good. The proportion of assessed students who passed the course was a bit higher than previous year, and it felt like the course was running much better (difficult to know if it had anything to do with the assessment form). A downside (or not?) was maybe that quite many reached an Fx which demanded more work for me."