Skip to main content
SpringerLink
Log in

Assessment of Students

A Look at Validity in Emotional Situations

  • Chapter
Innovative Pedagogy

Part of the book series: Creative Education Book Series ((CREA))

  • 782 Accesses

Abstract

The ways in which students are assessed and tested in higher education (HE) institutions have been a frequent issue in Denmark and abroad (Andersen & Tofteskov, 2016; Boud, 2010; Ramsden, 2003). In Denmark this has recently (2015) become topical again with the national Quality Board. Assessment and exams are held to be important aspects of education and learning in HE. Among other things, they are a means for the environment to be able to legitimise the education of candidates with the relevant knowledge, skills and competencies.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Antikainen, A., & Kauppila, J. (2002). Educational generations and the futures of adult education. A Nordic experience. International Journal of Lifelong Education, 21(3), 209–219.

    Article  Google Scholar 

  • Ball, S. J. (2013). Foucault, power and education. New York, NY & London: Routledge, Taylor & Francis Group.

    Google Scholar 

  • Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Maidenhead: Open University press and The Society for Research into Higher Education.

    Google Scholar 

  • Bologna Declaration. (1999). Retrieved from http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf

  • Boud, D., & Associates (2010). Assessment 2020. Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council. Retrieved from www.assessmentfuture.com

    Google Scholar 

  • Boud, D. (Ed.). (1988). Developing student autonomy in learning (2nd ed.). New York, NY: Nichols Publishing Company.

    Google Scholar 

  • Bowden, J., & Marton, F. (1998). The university of learning. London: Kogan Page.

    Google Scholar 

  • Burgess, R. et al. (2007). Beyond the honours degree classification. The Burgess Group final report. Universities UK. Retrieved from http://www.universitiesuk.ac.uk/Publications/Documents/Burgess_final.pdf

    Google Scholar 

  • Brown, S., & Knight, P. (1994). Assessing learners in higher education. London: Kogan Page.

    Google Scholar 

  • Bryan, C., & Clegg, K. (Eds.). (2006). Innovative assessment in higher education. Abingdon: Routledge.

    Google Scholar 

  • Cowan, J. (2003).On becoming an innovative university teacher. Reflection in action. Buckingham: The Society for Research into Higher Education.

    Google Scholar 

  • Cuddy N., & Leney, T. (2005). Vocational education and training in the United Kingdom (Cedefop Panorama series, 111). Luxembourg: Office for Official Publications of the European Communities.

    Google Scholar 

  • Dale, E. L. (1999). Kundskab, Rationalitet og Didaktik i Pædagogisk Filosofi. Århus: Klim.

    Google Scholar 

  • Europa Kommissionen. (2009). Den europæiske referenceramme for kvalifikationer for livslang læring (EQF). EU Kultur og Uddannelse.

    Google Scholar 

  • Fallows, S., & Steven, C. (2000). Building employability skills into the higher education curriculum. A university wide initiative. Education + Training, 42(2), 75–83.

    Article  Google Scholar 

  • Gibbs, G. (1992). Improving the quality of student learning. Bristol: TES.

    Google Scholar 

  • Gibbs, G. (1999). Using assessment strategically to change the way students learn. In S. Brown & A. Glasner (Eds.), Assessment matters in higher education (pp. 41–54). London: The Society for Research into Higher Education and Open University Press.

    Google Scholar 

  • Gibbs, G. (2004). Using assessment to support student learning. Leeds: Leeds Metropolitan University.

    Google Scholar 

  • Gibbs, G. (2007). Part-time effort for full-time degrees. TES (Taylor & Francis online).

    Google Scholar 

  • Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100.

    Article  Google Scholar 

  • Gibbs, G., & Dunbar-Goddet, H. (2007). The effects of programme assessment environments on student learning. Report submitted to the Higher Education Academy, York.

    Google Scholar 

  • Gibbs, G., & Simpson, C. (2004). Measuring the response of students to assessment. The assessment experience questionnaire. In C. Rust (Ed.), Improving student learning. Theory, research and scholarship. Oxford: Oxford Centre for Staff and Learning Development.

    Google Scholar 

  • Giddens, A. (1991). Modernity and self-identity. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Harlen, W. (2012). On the relationship between assessment for formative and summative purposes. In J. Gardner (Ed.), Assessment and learning. London: Sage.

    Google Scholar 

  • Illeris K. (2015). Kompetence. Frederiksberg: Samfundslitteratur.

    Google Scholar 

  • Illeris, K., Katznelson, N., Nielsen, J. C., Simonsen, B., & Sørensen, N. U. (2009). Ungdomsliv. Mellem individualisering og standardisering. Frederiksberg: Samfundslitteratur.

    Google Scholar 

  • Jacobsen, A., Rump, C., Clemmensen, T., & May, M. (1999). Kvalitetsudviklingsprojektet “Faglig Sammenhæng”. Hovedrapport: CDM’s skriftserie nr. 1, DTU.

    Google Scholar 

  • Jank, W., & Meyer, H. (2006). Didaktiske modeller. København: Gyldendals Lærerbibliotek.

    Google Scholar 

  • Kierkegaard, S. (1991). (Originally 17. april 1849). Lilien på marken og fuglen under himlen – 3 gudelige taler. Søren Kirkegaards samlede værker (Vol. 14, pp. 158). København: Gyldendal.

    Google Scholar 

  • Knight, P. T. (2002). ‘The Achilles’ heel of quality. The assessment of student learning. Quality in Higher Education, 8(1), 107–115.

    Article  Google Scholar 

  • Kolmos, A., & Holgaard, J. (2009). Gruppebaseret eller individuel projekteksamen – fordele og ulemper i. Dansk Universitetspædagogisk Tidsskrift, 4(7).

    Google Scholar 

  • Krogh, L. (2013). The Aalborg PBL model and employability. In L. B. Henriksen (Ed.), What did you learn in the real world today? The case of practicum in university educations. Aalborg: Aalborg University Press.

    Google Scholar 

  • Krogh, L., & Aarup Jensen, A. (2009). Problem based learning in higher education, new approaches to assessment as a consequence of new formal regulations. Aalborg: Aalborg University Press.

    Google Scholar 

  • Kvale, S. (1996). Examinations re-examined. In S. Chaiklin & J. Lave (Eds.), Understanding practice. Cambridge: Cambridge University Press.

    Google Scholar 

  • Laurillard, D. (1993). Rethinking university teaching. A framework for the effective use of educational technology (1st ed.). New York, NY: Routledge.

    Google Scholar 

  • Lauvås, P., & Jakobsen, A. (2002). Exit eksamen – eller? Former for summativ evaluering i høgre utdanning. Oslo: Cappelen Akademisk Forlag. 2. Opplag.

    Google Scholar 

  • Newstead, S. (2002). Examining the examiners. Why are we so bad at assessing students? Psychology Learning and Teaching, 2(2), 70–75.

    Article  Google Scholar 

  • Onstenk, J. (2001). Training for new jobs: Contents and pilot projects. In P. Descy & M. Tessaring (Eds.), Second report on vocational training research in Europe 2000: Training in Europe (pp. 319–356). Thessaloniki, Greece: CEDEFOP.

    Google Scholar 

  • Price, M., O’Donovan, B., Rust, C., & Carroll, J. (2008). Assessment standards. A manifesto for change. Brookes eJournal of Learning and Teaching, 2(3), 1–8. Retrieved from http://bejlt.brookes.ac.uk/article/assessment_standards_a_manifesto_for_change

    Google Scholar 

  • Ramsden, P. (1999). Strategier for bedre undervisning. København: Gyldendal.

    Google Scholar 

  • Ramsden, P. (2003). Learning to teach in higher education. London: Routledge Falmer.

    Google Scholar 

  • Raven, J. (1991). The tragic illusion: Educational testing. New York, NY: Trillium Press.

    Google Scholar 

  • Referencegruppen om en ny dansk kvalifikationsramme for videregående uddannelser. (2007). Ny dansk kvalifikationsramme for videregående uddannelse. Maj 2007.

    Google Scholar 

  • Rowntree, D. (1981). Developing courses for students. London: McGraw-Hill.

    Google Scholar 

  • Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, 28(2), 147–164.

    Article  Google Scholar 

  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems’. Instructional Science, 18(2), 119–144.

    Article  Google Scholar 

  • Sadler, D. R. (2005). Interpretations on criteria-based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30(2), 175–194.

    Article  Google Scholar 

  • Sastry, T., & Bekhradnia, B. (2007). The academic experience of students in English universities. Oxford: Higher Education Policy Institute. Retrieved from www.hepi.ac.uk

    Google Scholar 

  • Stelvig, A. (2012). Angst æder sjæle op. Psykolog Nyt, nr. 11.

    Google Scholar 

  • Studieudvalget Århus Universitet. (2008). Studiemiljø 2007. Rapport Nr. 1 hovedresultater og nøgletal.

    Google Scholar 

  • Thomsen, J. P. (2007). Senmodernitetens universitetsstuderende? Dansk Universitetspædagogisk Tidsskrift, 2(4), 4–11.

    Google Scholar 

  • Ziehe, T. (2005). God anderledeshed. In A. Knudsen & C. Nejst Jensen (Eds.), Ungdomsliv og læreprocesser i det moderne samfund. Værløse: Billesø og Baltzer.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Learning and Philosophy, Aalborg University, Denmark

    Lone Krogh

Authors
  1. Lone Krogh
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Aalborg University, Aalborg, Denmark

    Tatiana Chemi

  2. Aalborg University, Aalborg, Denmark

    Sarah Grams Davy

  3. Aalborg University, Aalborg, Denmark

    Birthe Lund

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Krogh, L. (2017). Assessment of Students. In: Chemi, T., Davy, S.G., Lund, B. (eds) Innovative Pedagogy. Creative Education Book Series. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-968-3_6

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-968-3_6

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-968-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation