Gabriele Constanza, Samuel Estenlund, Markus Hellenbrand, Farnaz Moradi, Yang Xu Towards More Formative Assessment in Higher Education
Henrik Askfelt, Louise Bildsten, Hana Hultn, Sally Issa, Alex Spetz Challenges of constructive alignment in engineering higher education
Ali Alhelfi, Lei Wang, Sudhanshu S. Pawar, Valeria Wallace, Zahra Ghorbani-Thari Assessing Learning in Higher Education
Kristina Allder, Zahra Ghaffari, Gion Koch Svedberg, Magnus Krampell Individual examination in project courses: How to relate student performance to learning objectives?
Joakim Haraldsson A first glance at the coordination between the courses given by Environmental and Energy Systems Studies
Karin Ericsson, André Månberger To what extent is the examination at Environmental and Energy Systems Studies authentic? – An evaluation of five sustainability courses
Frida Carlvik, Shreemoyee Chakraborty, Annika Falkstedt, Sonja Kristiina Nielsen, Malte Schubert From intended learning outcomes to exam questions: Exploring assessment alignment and teacher perspectives in Swedish engineering education
Q Guo, I Maqbool, R Saagi, M Williamson Comparing Similar Courses Offered at Different Departments: Case-study using Machine Learning Courses at LTH
Dan Madsen, Erik Smedberg, Francesca Vergani, Ivette Arroyo, Nelly Garcia Gonzalez Exploring introduction courses to engineering programmes at LTH
Per-Olof Hedvall, Andreas Larsson, Bitte Rydeman Motivation, Peer Learning and Feedback in Flexible Learning
Marie Leonce Murebwayire, Grace Mukunzi, Nischal Chaulagain, Pablo E. Prado Summative Assessment in Higher Education: Case Study of Nepal
Rasmus Ros, Nikolaos Dimitrakopoulos, Vikram Singh, Umar Farooq, Pierre Moreau Labs Through the Lens of Constructive Alignment
Malin Sjöö, Elin Östman, Marilyn Rayner Concept Circuit Training: A new pedagogic approach for better teaching and learning
Abhinav Majumdar, Isabell Fritz, Lou Beaumes, Rumathi de Mel, Sam Taylor How much control does teaching staff have over their courses? – A survey-based investigation within the Department of Process and Life Science Engineering
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Felix Agner, Alexander Dürr, Marcus Greiff, Heera Menon, Guoda Tian Successful Emergency Remote Teaching and a Case Study at Lund University
David Gustavsson, Linnéa Jönsson, Rebecka Lindvall, Hampus Månefjord, Lovisa Nilsson Teacher and Student Perception of Purpose and Alignment in Laboratory Exercises
Emil Erdtman, Yohanes Armediaz, Eugène Petelin Challenges of Group Feedback: Balancing between Individual and Collective Levels
Abdullah Al-Hysam, Jan-Peter Hannappell, Gabriel Malmer, Mirjam Särnbratt Who gets flunked? Perspectives from PhD Teaching Assistants
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
Julie Maria Falk, Ali Al Sam, Marizwan Manan, Alvar Palm, Yoav Friedman A Course Assessment Using SOLO and Bloom's Taxonomies in Light of the Constructive Alignment Methodology: A case study
Jonna Sandberg, Noor Liyana Yusof, Diego Guenot, Luna Namazi, Bastian Aurand Free-riding difficulty for foreign students: A cultural and linguistic problem
David Alcer, Therese Olsson, Jakob Petersson, Seyedmohammad Kahangi Shahreza Ethical thinking in examination at LTH
Magnus Erik Jakobsson Proteomics and Proteomic Data Analysis: Review and development of a complementary course package
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Mahdi Ghazaei, Anna Gustafsson, Erika Tudisco, João Vieira, Dimitrios Vlastaras The importance of coordination between teachers and teaching assistants in higher education
Chandni Babu, Simon Edin, Marshall Machingauta, Timas Merkelis, Leonard Schilling Sources of student worries in lab course
Tommi Nylander, Alfred Åkesson, Gabriel Ingesson, Martin Heyden, Jacob Mejvik Analysis of constructive alignment according to the SOLO taxonomy in an undergraduate automatic control course
Rasmus Andersson, Oleksandr Gutnichenko, Johan Isaksson, Nebojša Malešević, Gautham Nayak Seetanadi CEQ: Correlation between Education Parameters and their Influence on the ‘Good teaching’ Scale
