Teaching and Learning in the Digital Age: Redesigning Assessment Strategies in Norwegian Higher Education

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Oakwood B
Session Track
Session Format

Speaker(s)

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.

  • Session References +
    • Astin, A. W. & Antonio, A. L. (2012). Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education  (2nd ed). Lanham, Maryland: Rowman & Littlefield.
    • Banta, T. W. & Palomba, C. A. (2015). Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education  (2nd ed). San Francisco, California: Jossey-Bass.
    • Barkley, E. F. & Major, C. H. (2016). Learning Assessment Techniques: A Handbook for College Faculty. San Francisco, California: Jossey-Bass.
    • Barkley, E. F. (2009). Student Engagement Techniques: A Handbook for College Faculty. San Francisco, California: Jossey-Bass.
    • Biggs, J. B. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75.
    • Fink, L. D. (2003). Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass.
    • Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research 77(1), 81–112.
    • Stobart, G. & Hopfenbeck, T. N. 2014. Assessment for learning and formative assessment. In Baird, et al., State of the Field Review: Assessment and Learning. Oxford University Centre for Educational Assessment Report OUCEA/14/2.