1. The new educational model Assesment of project groups
Lars Peter Jensen

2. The New Aalborg Model Course 5 ECTS Course 5 ECTS Course 5 ECTS
50% courses
One semester
Project
15 ECTS
In groups up to 8 persons
Individual assessment
Self-selected groups
Appointed supervisor(s)
50% project 2
1 ECTS (European Credit Transfer System) = 26 working hours

3. 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

4. Project Based Learning
Subject 1
Project 1
Subject 2
Project 2
Subject 3
15 ECTS Project
Moesby 2004

5. 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.)

6. ”Economy”/payment Facilitation of project: Courses (5 ECTS):
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

7. Asssessment of projects
Lars Peter Jensen

8. Alignment

9. Assessment - the hidden curriculum
The aim of the study
goals
objectives
Teaching and learning methods: PBL and project work
Forms of the exams and criteria
The last item of this course is assessment which is a kind of hidden curriculum in the Aalborg model. What is interesting is how the aims of the study, its goals and objectives is assessed continually during the project work and finally at the project exam, and how these things affect each other.

10. Basic assumptions
Examination is dominating the students learning approach
Criteria for evaluation are crucial for the learning process
Evaluation is a basic part for the learning process (reflection)
Usually it is assumed that
This is probably true, so we have to be careful about our assessment to match the goals we want the students to achieve by making their project.
This means that if we want the student to get a deep understanding of the theories and methods they uses, then we have to ask questions that challenge this understanding, in stead of just checking wheater the student can use a specific method.
This is in fact what i told you to do at the weekly meetings, so the students gets used to this kind of assessment and direct their own learning approach in the direction of a deeper understanding of the theory and methods.
This is then of course also the kind of questions to be asked at the final examination after each project period.

11. Team based examination
Supervisors
examinors
Black
board
(Audience)
Team to be
assessed
OH screen

12. Team based examination
Presentation of project (students)
Comments to presentation (examiners)
1 hour
break
Detailed questions to
Team/individual team members
break
3 – 4 hours
Votation (examiners)
Giving marks and final comments

13. Individual examination
Presentation of project (students)
(Comments to presentation (examiners))
1 hour
break
Detailed questions to
Individuals – one by one
30 – 40 minutes
Votation (examiners)
Giving the individual grade

14. Assessment - practice Peer group Project group
Supervisor and (external) censor 1.
ALL THE MEMBERS IN THE GROUP PRESENT PARTS OF THE PROJECT.
MAX 10 MINUTES EACH and TEACHER AND EXTERNAL
EXAMINATORER GIVE COMMENT TO THE PRESENTATION 2.
GENERAL DISCUSSION OF THE REPORT (methods, structure, consistency, new ideas, etc.) AND THE STUDENTS PROCESS COMPETENCES (project-management, communication, co-operation, creativity, teamworkskills etc.) 3.
INDIVIDUAL QUESTIONS
INDIVIDUAL MARKS BASED ON:
REPORT, including: PRESENTATION and GENERAL DISCUSSION
INDIVIDUAL QUESTION
0 – 20 min./
student
So how is an examination carried out?
The Peer group is seldom used after the basic year, but there is plays an important role as it takes part in the assessment by asking questions to the other group, enhancing the peer assessment.
An often used model is :
After the presentation, there is a short discussion about how it was done in order to help the students improve their presentation technique, and then there is a break where the examination team decides what mark they will give the project at the moment. This is a mark based on the written report and the ”defence” of it that the students just have made. It might be regarded as an average of what this group is able to accomplishes by half a years project work at this specific semester.
Then there is 2....
And 3....
Where you should remember to ask questions that challenge the students understanding.
You are allowed to use as much as three quarters of an hour questioning each student, but it is more normal to use about ½ hour as an average, and it is not as if you ask one student each for ½ hour. It is more like you ask several questions and the student answering switches for each question.
There is often 5-6 students in a group, so you might need more than one break before you think that you have heard enough to mark the students individually.
While the student wait outside the marks is given, based on : ....
1 and 2 you have already given an average mark. Now you look at each student as an individual and judge their presentation, their part in the discussion and how well they have answered the individual questions. Based on 2, 3 and 4 you mark each student individually.
This is normally not very difficult as to mark the students relatively to each other. E.g.. There is often a middle group in the group, e.g.. 3 persons and perhaps one person slightly better and 2 persons slightly worse. What sometimes is a bit difficult is to
Make the specific mark. In the mentioned case you might have doubt about whether the middle group should be marked 8 or 9, which again means that the bottom of the group should have 7 or 8 and the best student 9 or 10.
Then you can use the mark for the project report and the presentation to adjust you level. It would be nice if the average of the individual marks is almost the same as the report mark, given for half a years work. So if you think the project was to 9, then you should give 2 times 8, 3 times 9 and one 10.
This might seem difficult, but it is not and you will be given an experienced censor to help the first time, or you might become censor for an experienced supervisor.
app. 25 min./student

15. Study of Assessment for projects Methods
Empirically drawing on surveys 2006 and 2007:
students of which 14% were international students and 15% was assessed individually
Academic staff
external examiners

17. Skills

18. Skills

19. Skills

20. Skills