1. Grading based on student centred and transparent assessment of learning outcomes Tommi Haapaniemi (tommi.haapaniemi@uef.fi)

2. Awarding credits (ECTS) Credits are awarded to individual learners after they have completed the required learning activities and achieved the defined learning outcomes, as evidenced by appropriate assessment. If learners have achieved learning outcomes in other formal, non-formal, or informal learning contexts or timeframes, credits may be awarded through assessment and recognition of these learning outcomes

3. The basic assessment types Diagnostic assessment: before the learning process: to recognize, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills. Quizzes / Multiple choice, Pre –tests, Interviews Formative assessment: frequent, interactive assessment: identification of areas for improvement–Specific suggestions for improvement -> guidance of student’s learning process Observations, Question and Answer Sessions / Quizzes /Multiple choice, Essay drafts, Discussion/dialogue, Learning Portfolio Summative assessment: in the end of learning process: Verification of achievement, Motivation of individual to maintain or improve performance, Certification of performance, Grades, Promotion Essay examination/ Chapter/Unit tests, Projects, Portfolio/Showcase, Performances (Formal performance tasks), Written report (essay, article)

4. Using assessment criteria ECTS guide (2015): ”The achievement of learning outcomes has to be assessed through procedures based on clear and transparent criteria. “ Assessment criteria is based on learning outcomes statements. Typically the assessment criteria contains more detailed information about the context in which the learner is expected to be able to do something or the level of autonomy expected to pass the course (achieving the learning outocomes) The successful achievement can be devided into different levels/grades/marks which can be presented in rubric/matrix (example)

5. Student grading using assessment criteria Is not normative - ”grading on the curve” Setting students on the curve does not measure the achievement of Learning Outcomes The grades are based on explicit criteria, not based on the student´s success in relation to his/her peers The student´s outcomes are compared with the expressed levels of achievement of learning outcomes that are linked to grades respectively Improves the reliability and fairness of the assessment

6. The value of an transparent assessment criteria Clear and transparent assessment criteria: helps the teacher to assess the level on learning Improves the validity, reliability and fairness of the assessment Can be used to in diagnostic (e.g. Recognition of Prior Learning), formative (e.g. guidance of learning) and summative assessment (e.g. grading) The students´ awareness of assessment criteria and assessment process improves learning (Price & O´Donovan 2006)

7. Using learning outcomes for assessment and grading The learning outcomes describe the level or nature of studying that the learner is expected to do to pass the course or reach the set level of learning (e.g. Bloom, SOLO) Learning outcomes indicate when the learning process is successful (for assessment) ”After completing the course, the student should be able to report a scientific research following a structure defined for scientific writing” Keep the verbs simple and univocal If If the verbs and descriptions are obscure or unclear the learners will have difficulties to understand what they are expected to do and the teachers will have difficulties to design a course, to assess, and to give feedback

8. Good learning outcomes are simple, concrete and easy to assess – using simple and univocal werbs Bloom´s (1956) (revised by Andersen 2001) taxonomy of thinking skills, linked to descriptive werbs Three learning domains: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude or self) Psychomotor: manual or physical skills http://www.nwlink.com/~doncla rk/hrd/bloom.htmlhttp://www.nwlink.com/~doncla rk/hrd/bloom.html

9. Linking grading with Learning Outcomes: SOLO–taxonomy (Structure of the Observed Learning Outcomes) for assessment (and grading) of learning outcomes http://www.johnbiggs.com.au/academic/solo-taxonomy/

10. * Increasing complexity from on level to another can refer to the number of elements – theories, data, etc – that the student needs to handle at a time. Complexity can also refer to the number and integration of relationships between and among these elements that the students needs to handle. E.g SOLO can be used with Finnish 1-5 grading scale: Fail=Prestructural 1=Unistructural: one part of the task 2=Multustructural: “trees, but not he wood” 3=Relational:”Integration – the wood” 4-5=Synthesising – or going beyond the task

11. Rubric example https://internwebben.ki.se/sites/default/files/culguide_no4_assessment_and_criteria_final.pdf

12. example http://d32ogoqmya1dw8.cloudfront.net/images/introgeo/assessment/mappingrubric.jpg

13. Exercise: Create assessment rubric for a Trial lecture The learning outcomes for the Trial lecture(*) are: The student Is able to construct and introduce the core content of the lecture clearly (expertise) Uses the teaching methods, materials, time and equipment appropriately Is able to interact with students to activate and motivate learning The grading scale is 0, 1-3 in which: 0 = fail, 1 = satisfactory, 2 = good, 3 = excellent (*) formulation of outcomes and grading scale follow the usual trial lecture assessment criteria used in Finnish Universities

14. The reliability and validity of assessment Validity: The assessment focuses on the core content and the essential skills The assessment covers the intended learning outcomes Clear assessment criteria Reliability: How exactly the assessment measures the expected knowledge/skills How consistent the assessment is during the learning process Do different assignments produce same kind of results The students´experiences of the fairness of grading are based on the experience of relevance, validity and reliability of assessment 14

15. Constructive alignment (Biggs, see also ECTS Users Guide 2015) 15