Teaching and Learning in the Digital Age: Redesigning Assessment Strategies in Norwegian Higher Education
Session Time and Location
In most courses in Norwegian universities, the classroom is primarily for information delivery, and the final examination is for information retrieval. Most research on student learning, however, recommends multiple points of formative and summative assessment. Therefore, the University of Bergen is implementing an initiative to help instructors redesign their courses to employ more authentic and educative assessment methods. The project aims to systematically redesign the assessment activities in over twenty courses. Key takeaways are insight into fundamental differences between higher education in America and Europe, efforts for institutional change and renewal, and awareness of innovative assessment practices and constructive alignment.