Assessment and CBL
Assessment at TU/e
In order to shape assessment at our university TU/e Vision on Education identified four leading principles for assessment which can be found on page 22:
- empowering students towards self-directed learning;
- involving multiple stakeholders in assessment;
- assessing students on individual learning objectives and
- ensuring the development of just-in-time knowledge.
The vision of Assessment has been concretized in the Directive for the Bachelor 2.0.
Assessment and CBL
Assessments in CBL are designed to capture students' holistic development and ability to apply knowledge in authentic contexts. Performance is not measured at one final summative moment at the end, for example through a test, but at multiple moments during the learning process. CBL assessment methods should be a balance between:
- focus on individual learning and on team learning
- focus on product and on process
- focus on (in) formative and summative assessment
A brief explanation is given below.
1. Individual Learning and Team Learning
Individual
Focus on the unique learning and contributions of each student.
Team
Emphasizes collaborative efforts, promoting collective problem-solving and shared responsibilities.
How to find Balance?
Recognize and assess the unique contributions of individuals within the context of collaborative team efforts. Also, recognize that both individual growth and effective teamwork are essential for success.
2. Product and Process
Product
The tangible outcome or result of the learning process, reflecting content knowledge, skills, and application.
Process
Involves the methods, strategies, and steps taken to reach a solution. It includes the journey of learning, feedback, and metacognition.
How to find Balance?
Strive for a balance between appreciating the journey and the end result. Acknowledge the importance of a robust problem-solving process that incorporates research, adaptation, and learning. Simultaneously, emphasize the significance of a tangible product that effectively addresses the challenge.
3. Formative and Summative assessment
Formative assessment (common synonyms: low stake, evaluate, feedback)
This does not result in a grade but are opportunities for teachers to monitor students learning process and intervene when necessary. For students it offers opportunities to check themselves and to develop self-assessment skills.
Summative assessment (common synonyms: high stake measure, test)
This involves judging/testing students' work/effort during and/or at the end of the study component based on a set of criteria resulting in awarding a (partial) grade.
How to find balance?
Integrate formative assessments to guide ongoing refinement of solutions during the challenge. Summative assessments provide comprehensive evaluation of solution effectiveness and mastery of applied knowledge. Finding a balance ensures that ongoing feedback contributes to the final assessment.