The new educational model

Lars Peter Jensen

The New Aalborg Model

2

50%courses

50%project

Course

5 ECTS

Project 15 ECTS

In groups up to 8 personsIndividual assessmentSelf-selected groups

Appointed supervisor(s)

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Course

5 ECTS

Course

5 ECTS

How to organize projects

• More focus on Peer-learning• Facilitation of group• Communication/information/lecture for all

groups on the semster (e.g. Introduction)• Status seminar• Workshops • Visits to compagnies

How to organize courses• Lectures• Study cirkle• Student Symposia (lectures by students)• Exercises• Workshops• Excursions• Mini Projects• Longer individuel exercises (e.g. one week)• Cases• Question time sessions

Assessment of courses• Written examination (traditional)• Multiple-choise test• Written exam. using computer• Written answers to assignments (exercises, mini

project, articel, essay etc.)• Written reflexsive portfolio • Oral examination• Oral exam. based on written answers by stu.• Continued assessment (presence, written

assignments etc.)

”Economy”/paymentFacilitation of project:• 1 hour pr. student pr. ECTS. Max. 100 hour,

typicalle 75-90 (5-6 stu.). ALL included !!!• Censorship 2 hours pr. stu. Min. 8 hours

Courses (5 ECTS):• 150 hours + 1.5 hour pr. students• Total: 180 h. (20 st), 240 h. (60 st), 300 h. (100 st)• Exam 0.33 h. pr. st. Both for teacher and censor

Asssessment of projects

Lars Peter Jensen

8

Alignment

Goa

ls

Contents

Teaching and

learning methods

Asses

smen

tTeachers

Students

Physical space and resources

Organisation and culture

Values and conceptual change

Assessment - the hidden curriculum

The aim of the study

goals

objectives

Forms of the exams and criteria

Teaching and learning methods: PBL and project work

Basic assumptions

• Examination is dominating the students learning approach

• Criteria for evaluation are crucial for the learning process

• Evaluation is a basic part for the learning process (reflection)

• (Personal skills, metalearning etc. need formative evaluation forms)

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PBL and assessment

• Assessment has an impact on the learning process (Gibbs)

• Peer assessment has an impact on motivation (Siegers)

The ”Old” Aalborg Model

12

50%courses

50%project

Projectcourses 7,5

ECTS

Project 15 ECTS

Study courses 7,5 ECTS

Group examination

Individual examination

Model from The Aalborg PBL model - Progress, Diversity and Challenges

Anette Kolmos, Flemming K. Fink & Lone Krogh

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

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Supervisorsexaminors

Team to beassessed

(Audience)

OH screen

Blackboard

Team based examination

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Presentation of project (students)Comments to presentation (examiners)

Votation (examiners)

Giving marks and final comments

Detailed questions to Team/individual team members

break

break

Team based examination

1 hour

3 – 4 hours

15

Presentation of project (students)(Comments to presentation (examiners))

Votation (examiners)

Giving the individual grade

Detailed questions to Individuals – one by one

break

Individual examination

1 hour

30 – 40 minutes

Guidelines for Project EvaluationE study board:

1. Project conclusion (Presentation):• At the project conclusion the group will

present the whole project - all group members equally. There will be no discussion or evaluation of the quality of the project. The conclusion should normally take 10 minutes per student but normally not more than 1 hour per group.

2. Examination (individual):• The examination may be based on questions prepared

in advance on the basis of the project report including all central subjects within the project unit goal.

• Each group member is given 35-45 minutes for examination and voting. Concerning B.Sc.-, M.Sc.-, and Master-thesis projects each group member may be given 15 minutes more.

• The evaluation is based on both the written report and the oral presentation. The report is indirectly part of the evaluation and will not be graded separately.

• The members of the project group are not allowed to be present in the examination room before they are to be examined or have been examined.

3. Discussion of the report • When all group members have been examined and all grades

are given the group will be offered feedback to the project report.

Note: • From fall 2007 grades are given according to the 7-step scale.• The students are entitled to receive the grade immediately after

the examination. However, the students and the supervisor may decide that grades are given when all group members have been examined. The students are entitled to receive the grade in private.

• During the voting the examiner and the supervisor must take notes about the presentation and the assessment of grades to be used in case of possible complaints. The notes must be kept for at least 1 year further until a possible complaint is finished.

Old 13-point scale New 7-point scale ECTS13 12 A1110 10 B9 7 C87 4 D6 02 E5 00 Fx0300 -3 F

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Study of Assessment for projectsMethods• Empirically drawing on surveys 2006 and 2007:

– students of which 14% were international students and 15% was assessed individually

– Academic staff – external examiners

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Staff 2006 and 2007: Do you experience that there is enough time for testing students's deep knowledge?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Group exam 2006(N=170)

Individual exam 2007(N=117)

High degree Some degree Low degree Not at all Do not know

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Skills

To what extent do you feel that the following skills were evaluated at the exam? The students’ ability to a high or some degree:

0% 20% 40% 60% 80% 100%

Quickly answer theasked questions?

Rememberconcepts anddefinitions?

Relate differentconcepts to each

other?

Students: groupexam 2006 (N=455)

Staff: group exam2006 (N=159)

External examiners:group exam 2006(N=130)Students: individualexam 2007 (597)

Staff: individualexam 2007 (N=113)

External examiners:individual exam2007 (N=63)

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SkillsTo what extent do you feel that the following skills were evaluated at

the exam? The students’ ability to a high or some degree:

0% 20% 40% 60% 80% 100%

Argue formethodological

choices?

Assume atheoreticaloverview?

Apply analyticalskills?

Students: groupexam 2006(N=455)

Staff: group exam2006 (N=159)

Externalexaminers: groupexam 2006(N=130)Students:individual exam2007 (597)

Staff: individualexam 2007(N=113)

Externalexaminers:individual exam2007 (N=63)

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Skills

To what extent do you feel that the following skills were evaluated at the exam? The students’ ability to a high or some degree:

0% 20% 40% 60% 80% 100%

Argue for and against asolution to a problem?

Transfer knowledgegained in projects to

other situations?

Communicateknowledge through a

presentation?

Students: groupexam 2006 (N=455)

Staff: group exam2006 (N=159)

External examiners:group exam 2006(N=130)Students: individualexam 2007 (597)

Staff: individualexam 2007 (N=113)

External examiners:individual exam2007 (N=63)

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Skills To what extent do you feel that the following skills were evaluated at

the exam? The students’ ability to a high or some degree:

0% 20% 40% 60% 80% 100%

Enter intodialogue andcooperation?

Complementand expand on

othersanswers?

Participate in ateamwork?

Students: group exam2006 (N=455)

Staff: group exam 2006(N=159)

External examiners:group exam 2006(N=130)Students: individualexam 2007 (597)

Staff: individual exam2007 (N=113)

External examiners:individual exam 2007(N=63)