Outcome-based assessment - introduction

Assessing students at different levels of education is one of KTH's most important tasks. The quality of examinations is of paramount importance for the reputation of both KTH and its students. It is also one of the university's most important regulatory tasks and involves a large number of decisions. As an authority, it is necessary for KTH to have clear regulations, clear delegations, and clear documentation of decisions in the summative assessment. This applies to education at the first, second as well as third-cycle education. Continous summative assessment (continuous examination) is both a form of governmental exercise and a part of the student's learning process. In order for the summative assessment to be perceived as legally secure, rules and procedures must be clear for students, teachers, and administrators alike. (from KTH's previous guideline for examiners)

The purpose of this module is to give you the basics of outcome-based assessment, which is the type of summative assessement that KTH's guidelines say we should have in our courses.

The module consists of a recorded presentation followed by control questions. You need to score at least 9 out of 10 to pass this module. At the end of the module, there is a page with links to further reading.

Watch the presentation below. Click on CC to turn on subtitles. If you are already familiar with outcome-based assessment from courses in higher education pedagogy, you may want to increase the playback speed of the video by clicking on 1x and selecting speed.

 

Click on the Next button to proceed to the quiz questions.
(If you can't access the quiz, you need to join the course, see the information at the bottom of the start page.)