1. Challenges and good practices of grading attached to different kind of learning and teaching methods Silja Kostia, Lahti University of Applied Sciences

2. Program of the workshop Introduction Context of the presented examples One example of student grading in project based learning case Working in groups of X persons for 30 minutes and short presentations of the main outcomes Summary and feedback for 10 minutes

3. Context of presented examples Universities of Applied Sciences Graduation in 3,5 or 4 years in Bachelor’s degree, and in 1,5 – 2 years in Master’s degree Pedogogy is based on learning by doing and developing (”hands on”) A lot of collaboration with companies and other stakeholders An important role as a regional developer 3

4. The Project in Focus Electricity and control 15 ECTS credits Communicating your expertise (4 cr) Basics of electrical design (3 cr) Basics of control design (4 cr) Basics of material and manufacturing technology (4 cr) Optional Studies and Work placement Mechanics and automation 15 ECTS credit s Basics of automation design (6 cr) Basics of mechanical design (6 cr) Technical drawing (4 cr) Orientation 15 ECTS credits Freshmen Studies (3 cr) Basics of machining and welding (3 cr) Basics of electrical engineering and electronics (3 cr) Basics of mathematics (3 cr) Basics of physics 3 (cr) Project 1 (9 cr) Automatic Device or System Planning Constructing Project work starts at the beginning of Autumn semester (planning) and is finalised at the end of Spring semester (constructing) Teams of eight students are establised based on the team role theory by Meredith Belbin Project works are comissioned by companies or by other stakeholders Other courses in the academic year give competences which support the Project

5. Project 1: Learning Objectives from the curriculum Project 1, 9 ECTS credits 0730PROJ1 Project 1 Learning outcomes of the module The student: - knows the principles of working in a project - is able to function in different roles in a team - knows the design process of a simple automated device - is able to do project documentation - gets to know work life

6. Grading in project based learning Grading is based on three assessment: 1/ 3 planning → Is the planning documented properly? Is it possible to construct the device or the process based on the drawings and descriptions in the doumentation folder? 1/3 construction → Does the constructed device or process work as planned? 1/3 Self - and peer – assessment.

7. Criteria for group work and leadership competences 1; A student knows the basics of project working and how a project aiming at a deliverable to a client should be managed. She / he participates actively in group’s work and takes care of her / his own share. 3; A student can apply her / his knowledge and skills in practice. She / he works as a reliable group member who works actively and helps others (in planning, in documentation, in construction). 5; A student has a developmental approach and she / he is able to lead the group as well as transfer her / his knowledge and skills to the benefit of the whole group.

8. What student do? Student fills two forms (a webropol survey) For peer- assessment Evaluator: Target of evaluation: Numerical evaluation: Written evaluation (from 5 to 10 lines): For self – assessment (same requirements as above, but the target is student herself / himself) All the students keep records of the hours they work, which they then use for self - assessment

9. What student do? Numerical assessment was previously from 0 to 5 (0, 1, 1.5, 2, 2.5 etc.) Now the assessment is ”grading free” and instead A student X evaluates the other members of the group by comparing their contribution as follows A student Y contributed 20 % more than I did A student Z contributed 30 % less than I did Based on (self) – and peer-assessment students of the group can have different grades In practice, peer - assessment reveals ”free riders” but also ”quiet workhorses”. The peer- assessment is both honest and hard when based on working together the whole academic year

10. Questions and topics for discussion Discussion in groups for 20 minutes → list two most important outcomes Study questions: Team work competences are needed in work life. Project based learning is a good pedagogical context to learn these competences. → Discuss benefits and challenges related to grading (in project based learning) when including self- assessment or / and peer- assessment into grading When it works and when it does not work? Could you use self-assessment or peer – assessment in grading and what kind of situations? Presentations and discussion

11. Outcomes of groups are listed here Goup 1.1 … Group 1.2 … Group 1.3. …

12. The pedagogy in LAMK Master programmes The role of the teacher(s) Facilitator of the course Teaching and professional experience from a certain area Planning the programme of the course, inviting visitors and arranging excursions Updating reppu (= virtual learning environment), sending news to the students Giving individual guidance to the students when needed Final evaluation of the students in the course (Vinha) Feed back of the tasks in reppu The role of the student Participating contact lessons (informing the teacher if cannot be present) Preparing the tasks of the course in due time Participating the discussions (the opinions of the students are always welcome and accepted) Gives feed back of the course arrangements and contents Understands the meaning of constructive critisism in feed back Understands that the learning depends strongly on the activity of the student

13. Learning diary Learning diary is an instrument of your learning and personal growth. It helps you to become more conscious of your learning. Aims To allow you to regularly reflect on significant experiences associated with your learning To help you become aware and acknowledge what you have learnt/ how you have progressed To develop your argumentation skills To improve your knowledge and comprehension about the matters When to write? You should take notes during the lectures to record the facts and the matters the lecturer is presenting After the lectures you have to review your notes and write more profound report about the single lecture/ lectures

14. Learning diary What to write? Record the learning that has taken place to be clear about the facts Describe the matters/concepts/theories in order to gain better understanding Record your thoughts, opinions and judgements about the lectures and single issues Make comments about the lectures, give feedback and put questions to the lecturer Criticize and argue, but, please, remember to give full reasons for your criticism Illustrate by your own examples (you can add some news items, short poems or comic strip, if you think they are related to the issue) How long is a learning diary If you are eager to learn and you want to reflect your experiences, it can be long average length between 5-15 pages, not longer than 25 pages Available: https://www.jyu.fi/ytk/laitokset/yfi/en/studies/arkisto-vanhat/learning_diary

15. Students will be able to A. KNOWLEDGE AND INFORMATION RETRIEVAL SKILLS B. PRACTICAL SKILLS C. RESPONSIBILITY AND TEAM SKILLS / LEADERSHIP SKILLS 5 A2 find information in accordance with the different stages of the information retrieval process, justify the choices and uses, and appraise different resources A1 apply professional concepts expertly B4 propose innovative or alternative solutions in professional situations B3 compare different options of action B2 work in different roles and in different environments B1 select appropriate techniques/work methods and models/processes and justify the choices. C4 plan their actions with due regard to safety C3 act appropriately with different groups/audiences in different situations C2 justify their actions in accordance with the ethical principles of the profession C1 organise team activities 3 A2 identify the need for information on a case-by-case basis and differentiate everyday knowledge and scientific knowledge A1 apply professional concepts in a consistent manner B4 perform professional roles with a goal- oriented and developmental approach B3 identify the starting points, needs and grounds of action B2 perform in typical tasks/situations in different environments B1 diversely apply acquired techniques/work methods and models/processes C4 follow safety guidelines C3 take into account the target group/audience in their actions C2 act in accordance with ethical principles C1 work in a team with a goal-oriented approach 1 A2 search information from various sources on a case-by-case basis A1 apply some of the professional concepts and demonstrate their familiarity with the knowledge base of the field in question B4 follow guidelines and rules B3 describe the starting points, needs and grounds of action B2 perform individual tasks according to instructions B1 apply acquired techniques/work methods and models/processes C4 work with due regard to safety C3 demonstrate knowledge of the target groups/audiences of the field in question C2 demonstrate knowledge of the ethical principles of the chosen field C1 work in a team ASSESSMENT FRAMEWORK FOR BACHELOR'S DEGREES Competence at the initiation level

16. Students will be able to A. KNOWLEDGE AND INFORMATION RETRIEVAL SKILLS B. PRACTICAL SKILLS C. RESPONSIBILITY AND TEAM SKILLS / LEADERSHIP SKILLS 5 A2 evaluate and justify the suitability of information resources A1 expertly apply professional concepts and to combine them meaningfully B4 engage in goal-oriented workplace development B3 plan their actions by comparing and analysing different options available B2 act independently and responsibly in a professional setting, taking into account the target audience/customer group B1 select, combine and develop appropriate techniques / work methods and models / processes C4 develop safety within a community C3 take responsibility of customer/service process entity C2 use and/or apply ethical principles in decision- making on a case-by-case basis C1 promote the professional development of individuals / groups 3 A2 critically appraise and compare different sources of information A1 use professional concepts extensively and communicate on field-specific topics both with expert and non-expert audiences B4 propose innovative or alternative solutions in professional situations B3 analyse the starting points, needs and grounds of action B2 apply their professional competences in a meaningful manner in different situations B1 select appropriate techniques/work methods and models/processes and justify the choices. C4 act responsibly with due regard to safety C3 act appropriately with different groups/audiences in different situations C2 justify their actions in accordance with the ethical principles of the profession C1 organise and lead goal-oriented activities of teams including multisectoral/multidisciplinary teams 1 A2 find information in accordance with the different stages of the information retrieval process and justify the choices and uses A1 apply professional concepts in a consistent manner and justify their actions based on scientific knowledge/findings B4 perform professional roles with a goal-oriented and developmental approach B3 identify the starting points, needs and grounds of action B2 perform in complex or unprecedented situations at work B1 diversely apply acquired techniques/work methods and models/processes C4 identify and comply with safety guidelines related to the task C3 act with a customer-oriented approach C2 act in accordance with the ethical principles of the field in question C1 engage in and contribute to goaloriented team activities ASSESSMENT FRAMEWORK FOR BACHELOR'S DEGREES Competence at graduation