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dc.contributor.authorSkrede, Aleksander Larsen
dc.contributor.authorBjelland, Øystein
dc.contributor.authorHonoré-Livermore, Evelyn
dc.date.accessioned2021-10-15T10:29:22Z
dc.date.available2021-10-15T10:29:22Z
dc.date.created2021-06-28T13:26:59Z
dc.date.issued2021
dc.identifier.issn2165-9559
dc.identifier.urihttps://hdl.handle.net/11250/2823285
dc.description.abstractFormative assessment is part of a learning process in which the teacher continuously monitors students' learning and provides feedback intended to let students themselves reflect upon what they have learned and where they need to focus more attention. The underlying goal of formative assessment is to lift the students to a higher metacognitive level where they can monitor and guide their learning while simultaneously improving their learning outcomes. However, many courses are planned before the semester starts and may not include methods to continuously improve the teaching. With continuous monitoring and assessment, the philosophy behind formative assessment has some similarities to the agile methodology often employed in software- and product development. This paper presents an agile framework for formative assessment in engineering courses.By taking the viewpoint of “Knowledge as a product”, this focus ensures: (1) that the students increase their knowledge through sprints and demonstrate it often, and (2), that the methods of teaching and learning are continuously improved through feedback from the students so that the teacher can adapt and improve to enable learning, all supported by formative assessment. Additionally, the agile approach to formative assessment has the potential to improve the non-technical professional skills of students.en_US
dc.language.isoengen_US
dc.publisherInstitute of Electrical and Electronics Engineers (IEEE)en_US
dc.titleWork-in-Progress: An agile approach to formative assessment in higher educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.rights.holder© IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.en_US
dc.source.journalIEEE Global Engineering Education Conference, EDUCONen_US
dc.identifier.doi10.1109/EDUCON46332.2021.9454060
dc.identifier.cristin1918921
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextpostprint
cristin.qualitycode1


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