Quality and diversity in assessment within programmes
The project aims to develop the quality and diversity of summative assessment within the programmes and courses at EECS. Important quality aspects are validity, reliability, legal certainty, authenticity, fraud prevention, timely feedback and cost effectiveness. The project is carried out at the School of Electrical Engineering and Computer Science within the framework of KTH's change program Framtidens utbildning.
Background
The approach to assessments is changing at many levels of the education system.
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Generative AI tools provide new opportunities for students to work on assignments.
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There are new technological possibilities for digital examination.
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In recent years, new forms of examination have been developed that can be disseminated.
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Outcome-based grading criteria and examinations that require each student to fulfil all learning outcomes to pass are not yet implemented in all courses.
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KTH is striving for more continuous assessment and is relaxing the academic year's previous rigid division into reading and exam weeks.
Purpose
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We want to take a holistic approach to summative assessment at EECS.
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Clear expectations for assessment in the school's courses and programmes.
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Raise the level of knowledge about assessment among teachers.
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All EECS course examinations should be clearly described in the course syllabuses and course memos and implemented with good quality.
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The clarity and reliability of the assessment of the school's degree projects should be improved.
Project management
Challenges
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After the pandemic and the availability of generative AI, alternative forms of assessment may need to be used.
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There is a lack of knowledge about quality criteria and the importance of diversity in assessment among many programme directors (PA) and teachers.
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The school's (EECS) requirements and expectations for the examination have not been clear and known.
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Due to time constraints, PAs and teachers must prioritise their time, and in many cases, analysis and work on examinations are not prioritised.
Results and lessons learnt
Produced documents
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Objectives for quality and diversity in summative assessment .
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Degree project assessment protocol.
Practices that can be shared
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Identify differences between the exam schedule and the Ladok components.
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Aligning course exam descriptions in course syllabuses and course memos.
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Evaluating quality/diversity in examination in courses with PA.
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Committee to oversee course syllabus changes before decision.
Suggestions for improvement
Objective
Enhance quality and diversity of assessment and teacher/PA knowledge of the quality aspects of assessment.
Milestones
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Set objectives for quality and diversity of assessment across courses, programmes, and degree projects.
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Align teachers with these goals.
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Evaluate current status versus objectives.
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Gather program-specific examination revision requests.
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Collaborate with directors of studies and teachers on revision requests.
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Develop teacher support and skills.
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Correct errors in course syllabuses.
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Revise the EECS Code of Honour.
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Refine degree project assessment methods and criteria.
Next step
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Contact all teachers who have participated in the project before the curriculum revision deadlines (1 September and 1 March).
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Publish the objectives for quality and diversity in assessment on the intranet.
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The EECS Course Syllabus Review Committee should evaluate new and revised course syllabuses according to these objectives.
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Assign only teachers who meet the stated competence requirements as course and degree project examiners.