Teachers’ view on combining assessment elements into a holistic assessment concept

Research output: Chapter in Book/Report/Conference proceedingPaper in conference proceeding


Abstract in Undetermined
Assessments of students’ knowledge and skills are sometimes habitually performed, but the design of proper assessment concepts – beneficial to both teaching and learning – ought to be a central issue for all course planners in higher education. The main purpose of this paper is to discuss a variety of assessment elements, as well as ways in which to combine them. It uses experiences from Lund University’s Faculty of Engineering (LTH) to provide suggestions and advice for course planners. The discussion is based on the combination of a literature review in the field of teaching and learning, of empirical material obtained from surveys and group discussions with 22 teachers at LTH, and of the authors’ own experiences in their capacity as course leaders and teachers. The study reveals a preference for projects and written assessment, as compared with the less preferred individual oral assessment. The paper indicates potential for quality enhancements through the adapted tailoring of assessment elements into holistic assessment concepts.


Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Water Engineering
  • Energy Systems
  • Building Technologies
  • Transport Systems and Logistics
  • Production Engineering, Human Work Science and Ergonomics


  • SoTL
Original languageEnglish
Title of host publication[Host publication title missing]
PublisherLunds Universitet, Lunds Tekniska Högskola, Genombrottet
Number of pages3
Publication statusPublished - 2008
Publication categoryResearch
EventLTHs 5:e Pedagogiska Inspirationskonferens, 2008 - Lund, Sweden
Duration: 2008 Oct 232008 Oct 23


ConferenceLTHs 5:e Pedagogiska Inspirationskonferens, 2008