1. The New Project Examination
Hans Hüttel
Anette Kolmos
Kathrin Otrel-Cass
Egon Moesby
Jette Holgaard
Picture:
The Faculty of Engineering and Science

2. Why we are here today Information about the new exam format.
Project exams will be group-based.
This was the case at Aalborg University until 2007.
But not everything will be as it was pre-2007!
Remember: while project exams are group-based, the assessment is individual (this has always been the case!)
The Faculty of Engineering and Science

3. Implementing the new exam format
Group project examination to start in the winter semester of 2012 (exams held in January 2013) for all first-year bachelor programs and selected first-year master programs
As from summer semester 2013 all project examinations will be group-based
Exemptions will be granted for final projects at Bachelor and Master level. 2
The Faculty of Engineering and Science

4. The strategy at the faculty level
The faculty asks each department to identify one or more ambassadors willing to provide support to other (new and existing) staff with questions regarding group examinations
In addition there will be faculty organised workshops run on group-based project exams in December and the first week of January, see:
The Faculty of Engineering and Science

5. A comparison Individual project exams Group-based project exams
The group presentation at the start is not part of the examination. Individual assessment is not possible.
The group presentation at the start is part of the examination. Individual assessment is possible.
About 30 minutes of individual questions based on selected aspects of the project.
A joint discussion involving the entire group. All aspects of the project are examined.
Supplemented by rounds of individual questions for each student.
Feedback from the supervisors and examiners after the project has been assessed and grades are given.
Feedback becomes part of the examination itself.
The Faculty of Engineering and Science
The Faculty of Engineering and Science

6. An example of the structure of the new project exam
Presentation of project (students)
Comments to the presentation (examiners)
break
A general, question-based discussion with more methodological questions
Specific questions for each student
Wasn’t it about an hour for presentation
break
The examiners agree on the grades
Announcement and justification of grades
(Some students might prefer this individually)
The Faculty of Engineering and Science

7. An example of the physical setup of the new project exam
Supervisors and
examiners
Blackboard
Who are the yellow and red markers standing for??
Group of students to be
assessed
The Faculty of Engineering and Science

8. Assessment in the new project exam format
The assessment is individual; grades may (and often will) vary. The following elements must be taken into consideration:
The written report tells the examiners what to expect while the oral presentation presents the project as a whole.
The individual assessment for each student is based on the quality of the report and on his/her
contributions to the oral presentation
contributions during the general discussion of the project
answers to the specific questions asked
The Faculty of Engineering and Science

9. Learning from the past 11 The Faculty of Engineering and Science
Picture: markjuleen.com 11
The Faculty of Engineering and Science
The Faculty of Engineering and Science

10. The preferences Kolmos and Holgaard, 2008
The Faculty of Engineering and Science

11. Three concerns that were often raised by “some”.
It may be harder for shy students to get attention during the exam.
Individual attention provides better individual judgment.
Weaker students may
try to “hide”.
Picture:
The Faculty of Engineering and Science

12. Addressing the concerns
Think of the project exam as the last meeting about the project. It is the examiner’s responsibility to ensure equal opportunities for everyone.
The examiners note what has been said and will distinguish between students.
Students cannot “hide” for several hours.
The Faculty of Engineering and Science

13. 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
The Faculty of Engineering and Science

14. Skills tested - TekNat The Faculty of Engineering and Science
The ability to:
GRP 2006
IND 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 9 out of 10 felt that this ability was tested to a large or to some extent
More than 7 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

15. Studies of the transfer from group based examination to individual in 2007/2008
Project: “group based assessment” – surveys to students, academic staff and external examiners
Statistical analysis of the markshttp://vbn.aau.dk/da/publications/ideologi% eb0-92e5-11de-90ca-000ea68e967b%29.html
External examiners evaluation
The Faculty of Engineering and Science

16. – learning from experience
Starting over
– learning from experience
Picture: infinitevitality1.wordpress.com 19
The Faculty of Engineering and Science
The Faculty of Engineering and Science

17. 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

18. Let’s start peer-learning right now!
Discuss the following:
How can you best use the project exam to provide feedback to the students about the quality of their project?
How can you best keep track of the contributions made during the project exam in order to give individual feedback on the performance of each student?
The Faculty of Engineering and Science

19. Last but not least, remember…
… the faculty guidelines.
… who your department ambassador(s) is/are!!
… the people you have spotted today that have experience from “back in the day”.
… to use any opportunity you get to act as an internal examiner before chairing an exam of your own.
… to use any possibility to get support at the exam e.g. by having a peer (who is even more experienced than you) to provide feedback on your performance during breaks and after the exam.
Thank you for the your attention 
The Faculty of Engineering and Science