A Systematic Self-Assessment Tool
Year: 2012
Editor: Lyndon Buck, Geert Frateur, William Ion, Chris McMahon, Chris Baelus, Guido De Grande, Stijn Verwulgen
Author: Berglund, Anders; Tretten, Phillip; H, Anders
Series: E&PDE
Institution: Lule
Section: Assessment
Page(s): 311-316
ISBN: 978-1-904670-36-0
Abstract
The Bologna Process has led to fundamental changes in the way students are taught. This in turn has led to new quality assurance systems for teaching. For good outcomes to occur both the teachers and students need to be aware of the intended learning outcome (ILO) and this is made clearer by well defined Teacher/Learner Activities (TLAs). The Systematic Grading Procedure (SGP) has been shown to assist teachers grading student’s 3D-image work, fulfilling a need for assistance in subjects requiring grading of subjective nature. With the application of this method have both teachers and students been given a tool that helps them better understand the grading process and the level of importance of different parts of the 3D work. The aim of this study was to assess students’ learning outcomes. The SGP was used and compared by both teachers and students in assessing their own work. This study used four students who were introduced to the SGP at the introduction of the course. This was done to give then an idea how they are to understand the ILOs. After one of their assignments was graded the students were given an opportunity to improve their work using the SPG. Three of the four choose to improve their work. The ensuing interview and results showed that the SGP could be used as a tool to help students and teachers with the ILO and TLAs. In addition to that the SGP should further be tested for verification.
Keywords: Assessing 3D-art, subjective values, systematic grading procedure, systematic self-assessment tool