Læringsmål, vurderingsformer og gradert karakterskala hva er sammenhengen? Om du ønsker, kan du sette inn navn, tittel på foredraget, o.l. her.

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1 1 Professor Vidar Gynnild: Læringsmål, vurderingsformer og gradert karakterskala hva er sammenhengen? Om du ønsker, kan du sette inn navn, tittel på foredraget, o.l. her.

2 2 En modell Læringsmål (Intended Learning Outcomes) Læringsresultat (Documented Learning Outcomes) Rammer (Frame Factors) Læringsprosesser (Learning Processes)

3 3 Student Satisfaction vs Evidence of Learning Outcome Aim: Student Satisfaction of Teaching Learning Outcomes Focus: Teaching/Delivery Learning Processes

4 4 Noen begreper Learning Objectives vs Learning Outcomes På intensjonsplan: Learning Outcome = Intended Learning Outcome = intendert læringsresultat = læringsmål På handlingsplan: Learning Outcome = Documented Learning Outcome = faktisk læringsresultat (positivt eller negativt)

5 5 Fra modell til praksis 1. Identify the general objectives of the course description This course aims to 2. For each one of the general objectives, identify the specific objectives for student learning At the end of the course, students should be able to At the end of the course, students should be able to 3. What learning activities or assignments achieve the specific objectives (Readings, projects, writing, research, exams, presentations, etc.) (Readings, projects, writing, research, exams, presentations, etc.) Kilde: Course Design, UC Berkeley

6 6 A: Learning Objectives (Wind) 1. General objectives within the course description. This course aims to support students physical understanding of phenomena contributing to the global and local wind conditions. 2. Specific objectives (outcomes) in terms of student learning. a) At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. b) At the mid-term exam, you should be able to explain how the wind blows around high and low pressures in the atmosphere, as well as close to the earth s surface. c) At the mid-term exam, you should be able to estimate the wind speed from a weather map. 3. Learning activities or assignments to achieve the specific objectives? The objectives specified in the column to the left can be achieved by attending the lectures, reading Kompendium Part I (Wind, pp. 4-47) and by working on Exercise 1. Please note that it is your responsibility to ensure that you have achieved the learning objectives, e.g. that you are able to explain relevant issues to fellow students, or by selfchecking.

7 7 Learning Outcomes as the End Product of a Process Læringsmål (Intended Learning Outcomes) GAP? Læringsresultat (Documented Learning Outcomes) Rammer (Frame Factors) Læringsprosesser (Learning Processes)

8 8 Introducing a Distinction Dealing with EQF as an administrative exercise, primarily affecting programme and course outlines EQF as a challenge in programme and course design, impacting processes and learning outcomes

9 9 Emnebeskrivelser på nett 1. Entrance requirements 2. Content 3. Literature 4. Teaching & learning activities 5. Learning objectives (aim) Learning objectives no significant role in students learning processes at NTNU Hvillke aktuelle drivere for studieatferd?

10 10 Rammer Rammefaktorer er av ulik art og veier ulikt med hensyn til påvirkningskraft. Her er noen eksempler: Rammer Vurderingsformer, undervisning, veiledning, tid, rom, eksamensoppgaver, pensumlitteratur, øvingsoppgaver, arbeidsformer, policy for vurdering og sensurklage, IKT, karaktersetting o.fl. Rammene fungerer som drivere for studieatferd

11 11 Which is the Most Important Frame? Assessment makes more difference to the way that students spend their time, focus their effort, and perform, than any other aspect of the courses they study, including the teaching. If a teacher wants to make their course work better, then there is more leverage through changing aspects of the assessment than anywhere else, and it is often easier and cheaper to change assessment than to change anything else. (G. Gibbs, Oxford University)

12 12 Et eksempel Mål: Studentene forventes å utvikle en forståelse for grunnleggende fenomen og sammenhenger innen Drar rammene mot målet? Litteratur: Tid: Øvinger: Eksamen: Dyptpløyende, men tungt tilgjengelig Lite tid i forhold til antatt arbeidsmengde Regneoppgaver, liten vekt på forståelse Vekt på metodebruk og regneferdigheter

13 13 Constructive Alignment The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent. (

14 14 Assignments/Exam Questions High Conceptual Ability Low Conceptual Ability High Algorithmic Ability Low Algorithmic Ability

15 15 Forms of Assessment Take-home exams Open-book exams Time-constrained simulations Projects Multiple choice Realistic or real life tasks Varied writing tasks for specific audiences and purposes Oral presentations Simulation exercises, role play exercises Portfolios Group assignments Self, peer and co-assessment See also e.g.:

16 16 A Couple of Examples Project based on group work (40%) Mid-term, individual oral exam (30%) Final exam (30%) Mid-term multiple choice (10%) Final exam (90%)

17 17 Learning Outcomes and Grading Learning Outcomes uttrykt som terskelverdier; minstemål; godkjent eller ikke godkjent. Learning Outcomes uttrykt som optimalt resultat, noe å strekke seg etter; grader av måloppnåelse nedfelles i en karakterskala med flere trinn