Page 218 - Contributed Paper Session (CPS) - Volume 7

CPS2065 Lina Schelin et al.
6. Conclusion
Although this project was related to one specific written exam of one
specific introduction course, it could be adapted to other courses as well. We
will definitely continue with regular discussions related to how we mark exams
(similar to the focus group discussion), since we, and all participating persons
in the discussions found it both meaningful and important.
The examination guide has so far been tested in a pilot study, with
promising results. Specifically, we found it to be very time efficient. Not only
did it save time during the actual marking, but we also believe that it will save
time afterwards, since less students are close to Pass. Usually, at our
department, too much time is spent on discussions with students, that are
close to Pass, after the exam has been marked.
Relevant parts of the examination guide were also presented for the
students during a new teaching activity within the course. During the activity
the students was supposed to use parts of the guide to mark four authentically
solutions from previous students, as well as their own solution. The interaction
with the students did not lead to any changes of the examination guide, but
it was a successful experience, and has now been implemented as a regular
teaching activity during the course.
Changing tradition takes time and could be challenging. Further, changing
the conditions too often can be stressful for both students and faculty. Hence,
before using the experience from this pedagogical project, and implement the
examination guide in full scale, we want to have a well-tested and approved
concept. Hence, the project continues, but in other forms.

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