Tuesday December 15 th 2015: Results from experiments with facilitation situations + Examination Until the last day of the course the participants are helping each other/sharing experience in Peer Groups making an experiment with supervision Presentation and discussion of group exercises Lunch Assessment/Examinations of projects: Why and How Unanswered questions and evaluation of the course. 1

The new educational model Assesment of project groups Lars Peter Jensen

The New Aalborg Model 3 50% courses 50% project Course 5 ECTS Project 15 ECTS In groups up to 8 persons Group Based individual assessment Self-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

6 Project Based Learning Subject 1 Project 1 Subject 2 Project 2 Moesby 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 (5-6 stu.). ALL included !!! Censorship 2 hours pr. stu. Min. 8 hours Courses (5 ECTS): 150 hours hour pr. students Total: 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

10 Alignment

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 Hüttel Anette Kolmos Kathrin Otrel-Cass Egon Moesby Jette Holgaard Reviewed by Lars Peter Jensen Have you seen the film?film? Picture:

The Faculty of Engineering and Science Presentation of project (students) 6-10 minutes pr. student Comments 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 and examiners Group of students to be assessed 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.

The Faculty of Engineering and Science 11 The 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: Kolmos and Holgaard, 2008

The 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 2006IND 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 extent More 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 extent Fewer 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 19 Questions? The Faculty of Engineering and Science Starting over – learning from experience Picture: infinitevitality1.wordpress.com