Challenges and good practices of
grading attached to different kind
of learning and teaching methods
Silja Kostia,
Lahti University of Applied Sciences
Program of the workshop
• Introduction
• Context of the presented examples
• One example of student grading in project based learning case
• Working in groups of X persons for 30 minutes and short
presentations of the main outcomes
• Summary and feedback for 10 minutes
Context of presented examples
Universities of Applied Sciences
• Graduation in 3,5 or 4 years in
Bachelor’s degree, and in 1,5 – 2
years in Master’s degree
• Pedogogy is based on learning by
doing and developing (”hands on”)
• A lot of collaboration with
companies and other stakeholders
• An important role as a regional
developer
3
The Project in Focus
Project work starts at the
beginning of Autumn semester
(planning) and is finalised at the
end of Spring semester
(constructing)
Teams of eight students are
establised based on the team role
theory by Meredith Belbin
Project works are comissioned by
companies or by other
stakeholders
Optional Studies and Work placement
Project 1 (9 cr)
Automatic Device or System
Planning
Constructing
Electricity and control 15 ECTS credits
Communicating your expertise (4 cr)
Basics of electrical design (3 cr)
Other courses in the academic
year give competences which
support the Project
Orientation 15 ECTS credits
Freshmen Studies (3 cr)
Basics of machining and welding (3 cr)
Basics of electrical engineering and
electronics (3 cr)
Basics of mathematics (3 cr)
Basics of physics 3 (cr)
Basics of control design (4 cr)
Basics of material and manufacturing technology
(4 cr)
Mechanics and automation 15 ECTS
credits
Basics of automation design (6 cr)
Basics of mechanical design (6 cr)
Technical drawing (4 cr)
Project 1: Learning Objectives
from the curriculum
Project 1, 9 ECTS credits
0730PROJ1 Project 1
Learning outcomes of the module
The student:
- knows the principles of working in a project
- is able to function in different roles in a team
- knows the design process of a simple automated device
- is able to do project documentation
- gets to know work life
Grading in project based learning
• Grading is based on three assessment:
• 1/ 3 planning → Is the planning documented properly? Is it possible
to construct the device or the process based on the drawings and
descriptions in the doumentation folder?
• 1/3 construction → Does the constructed device or process work as
planned?
• 1/3 Self - and peer – assessment.
Criteria for group work and leadership
competences
• 1; A student knows the basics of project working and how a project
aiming at a deliverable to a client should be managed. She / he
participates actively in group’s work and takes care of her / his own
share.
• 3; A student can apply her / his knowledge and skills in practice. She /
he works as a reliable group member who works actively and helps
others (in planning, in documentation, in construction).
• 5; A student has a developmental approach and she / he is able to
lead the group as well as transfer her / his knowledge and skills to the
benefit of the whole group.
What student do?
• Student fills two forms (a webropol survey)
• For peer- assessment
•
•
•
•
Evaluator:
Target of evaluation:
Numerical evaluation:
Written evaluation (from 5 to 10 lines):
• For self – assessment (same requirements as above, but the target is
student herself / himself)
• All the students keep records of the hours they work, which they then use for
self - assessment
What student do?
• Numerical assessment was previously from 0 to 5 (0, 1, 1.5, 2, 2.5
etc.)
• Now the assessment is ”grading free” and instead
• A student X evaluates the other members of the group by comparing their
contribution as follows
• A student Y contributed 20 % more than I did
• A student Z contributed 30 % less than I did
• Based on (self) – and peer-assessment students of the group can have
different grades
• In practice, peer - assessment reveals ”free riders” but also ”quiet
workhorses”. The peer- assessment is both honest and hard when
based on working together the whole academic year
Questions and topics for discussion
• Discussion in groups for 20 minutes → list two most important outcomes
• Study questions:
• Team work competences are needed in work life. Project based learning is a good
pedagogical context to learn these competences.
→ Discuss benefits and challenges related to grading (in project based learning) when
including self- assessment or / and peer- assessment into grading
• When it works and when it does not work?
• Could you use self-assessment or peer – assessment in grading and what kind of situations?
• Presentations and discussion
Outcomes of groups are listed here
• Goup 1.1 …
• Group 1.2 …
• Group 1.3. …
The pedagogy in LAMK Master programmes
• The role of the teacher(s)
• Facilitator of the course
• Teaching and professional experience
from a certain area
• Planning the programme of the course,
inviting visitors and arranging excursions
• Updating reppu (= virtual learning
environment), sending news to the
students
• Giving individual guidance to the
students when needed
• Final evaluation of the students in the
course (Vinha)
• Feed back of the tasks in reppu
• The role of the student
• Participating contact lessons (informing
the teacher if cannot be present)
• Preparing the tasks of the course in due
time
• Participating the discussions (the
opinions of the students are always
welcome and accepted)
• Gives feed back of the course
arrangements and contents
• Understands the meaning of constructive
critisism in feed back
• Understands that the learning depends
strongly on the activity of the student
Learning diary
• Learning diary is an instrument of your learning and personal growth. It helps you to become
more conscious of your learning.
• Aims
• To allow you to regularly reflect on significant experiences associated with your learning
• To help you become aware and acknowledge what you have learnt/ how you have progressed
• To develop your argumentation skills
• To improve your knowledge and comprehension about the matters
• When to write?
• You should take notes during the lectures to record the facts and the matters the lecturer is
presenting
• After the lectures you have to review your notes and write more profound report about the
single lecture/ lectures
Learning diary
• What to write?
• Record the learning that has taken place to be clear about the facts
• Describe the matters/concepts/theories in order to gain better understanding
• Record your thoughts, opinions and judgements about the lectures and single issues
• Make comments about the lectures, give feedback and put questions to the lecturer
• Criticize and argue, but, please, remember to give full reasons for your criticism
• Illustrate by your own examples (you can add some news items, short poems or comic strip, if you
think they are related to the issue)
• How long is a learning diary
• If you are eager to learn and you want to reflect your experiences, it can be long
• average length between 5-15 pages, not longer than 25 pages
Available: https://www.jyu.fi/ytk/laitokset/yfi/en/studies/arkisto-vanhat/learning_diary
ASSESSMENT FRAMEWORK FOR BACHELOR'S DEGREES Competence at the initiation level
Students will be
A. KNOWLEDGE AND
able to
INFORMATION RETRIEVAL SKILLS
A2 find information in accordance with
5
the different stages of the information
retrieval process, justify the choices
and uses, and appraise different
resources
3
1
B. PRACTICAL SKILLS
C . RESPONSIBILITY AND TEAM SKILLS /
LEADERSHIP SKILLS
B4 propose innovative or alternative
solutions in professional situations
C4 plan their actions with due regard to
safety
B3 compare different options of action
C3 act appropriately with different
B2 work in different roles and in different
groups/audiences in different situations
environments
A1 apply professional concepts
C2 justify their actions in accordance with
expertly
B1 select appropriate techniques/work
the ethical principles of the profession
methods and models/processes and justify
C1 organise team activities
the choices.
A2 identify the need for information
B4 perform professional roles with a goal- C4 follow safety guidelines
on a case-by-case basis and
oriented and developmental approach
C3 take into account the target
differentiate everyday knowledge and
B3 identify the starting points, needs and group/audience in their actions
scientific knowledge
grounds of action
C2 act in accordance with ethical principles
A1 apply professional concepts in a
B2 perform in typical tasks/situations in
consistent manner
C1 work in a team with a goal-oriented
different environments
approach
B1
diversely
apply
acquired
techniques/work
methods
and
models/processes
A2 search information from various B4 follow guidelines and rules
sources on a case-by-case basis
C4 work with due regard to safety
B3 describe the starting points, needs and
A1 apply some of the professional
grounds of action
C3 demonstrate knowledge of the target
concepts and demonstrate their
groups/audiences of the field in question
B2 perform individual tasks according to
familiarity with the knowledge base of
instructions
C2 demonstrate knowledge of the ethical
the field in question
principles of the chosen field
ASSESSMENT FRAMEWORK FOR BACHELOR'S DEGREES Competence at graduation
Students
able to
will
5
be
A. KNOWLEDGE AND
INFORMATION RETRIEVAL SKILLS
A2 evaluate and justify the suitability of
information resources
B4 engage in goal-oriented workplace development
A1 expertly apply professional concepts and to
combine them meaningfully
B3 plan their actions by comparing and analysing
different options available
B. PRACTICAL SKILLS
B2 act independently and responsibly in a
professional setting, taking into account the target
audience/customer group
3
A2 critically appraise and compare different
sources of information
A1 use professional concepts extensively and
communicate on field-specific topics both
with expert and non-expert audiences
1
A2 find information in accordance with the
different stages of the information retrieval
process and justify the choices and uses
A1 apply professional concepts in a consistent
manner and justify their actions based on
scientific knowledge/findings
C . RESPONSIBILITY AND TEAM SKILLS /
LEADERSHIP SKILLS
C4 develop safety within a community
C3 take responsibility of customer/service process
entity
C2 use and/or apply ethical principles in decisionmaking on a case-by-case basis
C1 promote the professional development of
individuals / groups
B1 select, combine and develop appropriate
techniques / work methods and models / processes
B4 propose innovative or alternative solutions in C4 act responsibly with due regard to safety
professional situations
C3
act
appropriately
with
different
B3 analyse the starting points, needs and grounds of groups/audiences in different situations
action
C2 justify their actions in accordance with the ethical
B2 apply their professional competences in a principles of the profession
meaningful manner in different situations
C1 organise and lead goal-oriented activities of
B1 select appropriate techniques/work methods teams including multisectoral/multidisciplinary
and models/processes and justify the choices.
teams
C4 identify and comply with safety guidelines related
B4 perform professional roles with a goal-oriented
to the task
and developmental approach
B3 identify the starting points, needs and grounds of C3 act with a customer-oriented approach
action
C2 act in accordance with the ethical principles of
B2 perform in complex or unprecedented situations the field in question
at work
C1 engage in and contribute to goaloriented team
activities
B1 diversely apply acquired techniques/work
methods and models/processes