Browsing by Author "Tuononen, Tarja"

Objectives and theoretical framework: The assessment of student learning is an essential part of the university teacher's work and it has a key role in student learning. The assessment should encourage students apply deep approach to learning and to acquire different kinds of knowledge and generic skills. The results have shown that assessment influences the student learning and the quality of learning outcomes. (see Biggs 2003; Trigwell, Prosser and Waterhouse 1999). Teachers assess students' assignments and grade them. However, there are only a few studies focusing on the teachers' assessment practices and on how teachers approach the task of marking. The aim of this study was to examine university teachers' assessment of learning in two courses. The purpose of this study was to create an overall picture of teachers' assessment practices and especially, to explore what kind of knowledge and skills are required in the exams. Furthermore, the study analysed what kinds of assessment criteria the teachers used when assessing the students' answers. In addition, the relationship between grades and students' learning outcomes were analysed. The theoretical framework consists of theories and studies of assessment of student learning, assessment criteria and grading models. Methods: The study was conducted as a case study and the data was collected by qualitative methods. The cases of this study were assessment practices of two teachers in natural sciences. The data consists of exam questions, teachers' interviews and observations of the lectures. The data was analysed by applying the method of content analysis. In addition, the model of knowledge and understanding was used as a tool for analysing the exam questions. Results and conclusions: According to the results, in the knowledge assessed by the teachers in the exams, lower levels of knowledge and understanding were emphasised i.e. the ability reproduce and describe. The results showed that different kinds of marking models were combined and that tacit knowledge had a role in assessment as well. There were differences in the clarity of assessment criteria. This study indicates that grades do not necessarily reflect the student achievement in a reliable way. For example, the students were able to get high grades through memorizing. Teachers' awareness of the assessment and the assessment criteria should be increased and there is also a need for further research on this topic. In addition, it is important to consider how reliably the grades reflect the quality of learning outcomes and teaching.