Final practical assessments are rarely used at the Faculty of Natural Sciences and the Faculty of Technical Sciences, Aarhus University, and the methods of assessment are therefore described here and under innovative assessment. More information below the table.
Methods of assessment | Pros | Cons | How to practice during the module |
---|---|---|---|
Students perform skills obtained e.g. in laboratories, in field work or in computer labs | Testing skills practiced during the module (e.g. handling of equipment, lab set up, performing experiments, using computer programs, collecting samples in the field) Addition to knowledge testing | Preparation and implementation can be time consuming for lecturer Can be a costly and a logistic challenge | Experimental work practiced during laboratory sessions, in field work or at home Internship/placement |
Students develop a program to solve a given task | Authentic; Problem-solving in an authentic programming environment (compiler, online documentation of library functionality, debugging opportunities, etc.) Testing skills that are key learning goals and that are often practiced during the module Possibility of automated grading Effective, efficient and fair | Correction criteria needed to increase grading reliability | Programming practiced during laboratory sessions and homework Online coding exercises (provide a possibility for instant feedback via an intelligent tutoring system) Peer feedback exercises |
Objective structured practical/clinical exam Individual students are tested at several ‘stations’ for 5-15 minutes | Testing multiple practical/clinical skills quickly Can test high-level skills in authentic context (interpreting analysis, decision based on available information, making diagnosis etc.) | Limited use outside medical and clinical education Can be a costly and a logistic challenge Time-consuming to design the ‘stations’ | Practical/clinical work practiced during module |
Students are tested through a simulated environment (e.g. virtual lab, surgery or aviation) | Can measure a wide range of practical skills Highly authentic for some professions | Takes time to design | Practice in virtual environments during module |
Examples of a final practical assessment can be a computer coding assignment, a chemistry laboratory set-up, or a medical case including e.g x-ray pictures from a patient. The practical skills of the students can be tested directly - e.g. can they dissect a fish, write a code or set up a chemical reaction as opposed to just writing about it.
Practical assessment has the possibility of being more authentic and therefore higher valued by students. But designing and setting up these assessments can be time-consuming.
A final practical assessment should be supported by smaller practical assessments during the module where students receive constructive feedback from peers, teaching assistants and/or lecturer. The practical assessments during the module could contribute to parts of the final assessment.