Assessment

Last modified: 08.05.2015

Bologna Declaration (1991). The European higher education area. Joint declaration of the European ministers of education (Bologna), 1999. Retrieved December 12, 2014, from http://www.ehea.info/Uploads/about/BOLOGNA_DECLARATION1.pdf

Boud, D. (2010). Assessment 2020: Seven Propositions for Assessment Reform in Higher Education. Sydney: Australian Learning and Teaching Council. Retrieved December 12, 2014, From http://www.uts.edu.au/sites/default/files/Assessment-2020_propositions_final.pdf
//This short article presents a set of best-practice guidelines for designing sustainable assessment and feedback practices.

Andersen, H. L., & Tofteskov, J. (2008). Eksamen og eksamensformer : Betydning og bedømmelse. Frederiksberg : Samfundslitteratur.
//Goes through all the central concepts and the most common forms of examination.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
//An article that challenges notions of what feedback is about and focussed on promoting self-regulation. Provides suggestions for making the most of sustainable assessment and feedback practices (see tabel 1).

Brookhart, S. M., Moss, C. M., & Long, B. A. (2009). Promoting student ownership of learning through high- impact formative assessment practices. Journal of MultiDisciplinary Evaluation, 6(12), 52.
//Describes the impacts of formative assessment on student ownership of learning, student achievement, motivation, and active engagement as well as provides insights into teachers’ experiences with student involvement. Based on highlights from a development project of a rural School district in the US.

Dahl, B., Lien, E., & Lindberg-Sand, Å. (2009). Conformity or confusion? Changing higher education grading scales as a part of the Bologna Process: The cases of Denmark, Norway and Sweden. Learning and Teaching, 2(1), 39-79.
//If interesting in grading, this article analyse how Denmark, Norway and Sweden each implemented a 7-step-scale based on the directions from the Bologna Process.

Rienecker, L., & Troelsen, R. (2006). Bedømmelse og censur. Dansk Universitetspaedagogisk Tidsskrift, 1(1), 4.

Information om digital evaluering.
http://www.learninglab.aau.dk/digitalAssets/108/108863_evaluering.pdf
//’The Danish Journal of Teaching and Learning in Higher Education’s first issue from 2006 , - at the same time as a new grating system was suggested in Denmark and gave rise discuss and rethink the aspects of assessment.

Skov, S. (2014). Constructive alignment–i studieordninger og i undervisningspraksis. Spor-Et Tidsskrift for Universitetspædagogik, (Særnummer), 1-18. Retrieved December 12, 2014 from http://ojs.ruc.dk/index.php/spor/article/view/3893/2068
//This article is about how university teachers and program directors can increase student motivation, participation and learning through strategically use of assessments and formulation of clear, relevant learning objectives.

Link til mere information. (på dansk)
//’The Danish Journal of Teaching and Learning in Higher Education’s first issue from 2006 , - at the same time as a new grating system was suggested in Denmark and gave rise discuss and rethink the aspects of assessment.

Skov, S. (2014). Constructive alignment–i studieordninger og i undervisningspraksis. Spor-Et Tidsskrift for Universitetspædagogik, (Særnummer), 1-18. Retrieved December 12, 2014 from http://ojs.ruc.dk/index.php/spor/article/view/3893/2068
//This article is about how university teachers and program directors can increase student motivation, participation and learning through strategically use of assessments and formulation of clear, relevant learning objectives.