Continuous assessment in higher education in Denmark

Forfattere

  • Ole Eggers Bjælde Aarhus Universitet, Faculty of Science and Technology
  • Tove Hedegaard Jørgensen Aarhus Universitet, Faculty of Science and Technology
  • Annika Büchert Lindberg Aarhus Universitet, Faculty of Science and Technology

DOI:

https://doi.org/10.7146/dut.v12i23.25634

Nøgleord:

Assessment, Continuous assessment

Resumé

Designing fair and efficient ways of assessing student learning is a challenge to most teachers in higher education. It is possible that multiple graded, low-stake activities during the teaching period can either replace or supplement end-of-semester exams to measure student performance. Such a shift to continuous assessment has the potential not only to increase efficiency but, importantly, also enhance student learning. Continuous assessment is used widely internationally and now (since 2016) also allowed at Danish Universities. Here we review the advantages and disadvantages of this assessment format and report on its first use in two science courses at Aarhus University. We include a detailed description of the graded tasks and activities used in the two courses. By comparing student per-formance in continuous assessments with that of a traditional end-of-semester exam we are able to highlight some challenges and provide recommendations for the future use of this assessment format at Danish universities.

Forfatterbiografier

Ole Eggers Bjælde, Aarhus Universitet, Faculty of Science and Technology

Ole Eggers Bjælde is an ducational developer, astrophysicist and special consultant, PhD, Science and Technology Learning Lab, Faculty of Science and Technology, Aarhus University. Ole Eggers Bjælde teaches at all levels at Aarhus University and is developing both teaching and assessment methods for a more innovative, effective and modern practice. Ole has a background as an astrophysicist and is, among other courses, teaching a first-year course within the physics programme from which an example in this paper comes.

Tove Hedegaard Jørgensen, Aarhus Universitet, Faculty of Science and Technology

Tove Hedegaard Jørgensen is Associate Professor in Evolutionary Biology Bioscience at the Faculty of Science and Technology, Aarhus University. She works in the area of evolutionary genetics and ecology and has many years of experience in teaching these subjects at several European universities.

Annika Büchert Lindberg, Aarhus Universitet, Faculty of Science and Technology

Annika Büchert Lindberg is Educational developer, tropical biologist and special consultant, PhD, at the Science and Technology Learning lab, Faculty of Science and Technology, Aarhus University. She teaches assistant professors and PhD students in active learning, course design and innovative assessment methods. She is developing blended learning with a special focus on continuous assessment. Annika has been the project manager for a capacity building project in Vietnam and the International Biology Olympiad in Denmark.

Downloads

Publiceret

2017-10-03

Citation/Eksport

Bjælde, O. E., Jørgensen, T. H., & Lindberg, A. B. (2017). Continuous assessment in higher education in Denmark. Dansk Universitetspædagogisk Tidsskrift, 12(23), 1–19. https://doi.org/10.7146/dut.v12i23.25634

Nummer

Årg. 12 Nr. 23 (2017): Nye perspektiver på evalueringsformer i universitetspædagogik

Sektion

Videnskabelig artikel

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