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Clinic: beyond “traditional” assessment

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If you feel that traditional assessments do not fully capture students’ achievements of your intended learning outcomes, then this clinic may be for you. During this clinic, we will explore alternative assessment strategies tailored for project-based learning (PBL) classrooms, moving beyond the multiple-choice and open-ended response questions found on most “traditional” assessments.

To customise the experience, participants are asked to provide specific course information after their registration, including the name of the course, course format (e.g., lecture, lab), number of students, current assessment types, and reasons for wanting to assess differently (e.g., what is missing from current assessments, curiosity).

It would be helpful to bring intended learning outcomes and any current assessments for the course you would like to redesign, but not necessary. You will receive more information about this after registering for the session.

Who should attend:

  • Course coordinators
  • Curriculum designers and programme developers
  • Assessment specialists and administrators
  • Anyone interested in assessment and examination at UM. 
     

By the end of this workshop, participants will:

  • Be more aware of the current assessment practices in their courses and/or programmes
  • Have discussed different options that may be more in line with the CCCS principles and the ILOs and TLAs in their courses
  • Leave with various examples of how to make assessment more meaningful.

This activity may count towards your Continuing Professional Development (CPD) if relevant to your situation.


About the trainer
The clinic will be led by May Lee, an assistant professor of science education at the Maastricht Science Programme (MSP). May will introduce some basic theories behind designing alternative assessment strategies and provide time for participants to apply those strategies to their own course assessments.

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