Learning through Examination

Abstract

A literature study of relevant traditional assessment methods is undertaken in this course project report. Information was collected from the literature with specific regards to students’ approach to learning, assessment expectations, preferences, and perceptions of authenticity and fairness of the different traditional assessment methods. Furthermore, empirical data was gathered by means of a survey sent to students studying at Master’s level at Lund University Science faculty and LTH. Five different assessment methods -- a formative assessment, an open-book exam, a take-home exam, an oral exam, and a project presentation -- were surveyed, and questions concerning the students’ experiences were posed. The students were also asked whether feedback was included as part of the assessments and whether they considered it relevant to their performance and development. It was found that feedback had an important effect on the students’ process of learning since it was perceived by the students as enabling learning.