Criteria-Based Assessment of Knowledge in Biology in Higher Education

• Assessment of knowledge is a key part of all programs. In higher education, the assessment process since 2006 also has had an ambition to be equivalent in Europe through a joint agreement in Bologna. Standards and guidelines for quality assurance are made, for example that criteria for and method of assessment are published in advance to enhance transparency. Course objectives are formulated as student-centered learning outcomes coupled with assessment criteria that describe what the learner is expected to do and to what level. At some Swedish universities, the reform was completed in 2007. A question is thus, how learning outcomes and assessment criteria are expressed in biology courses of today. All course plans and course documents from the academic year 2015/2016 in biology at one university have been collected and categorized according to type of assessment criteria. This study focuses qualitatively expressed assessment criteria, i.e. differences in quality are expressed with words. Three different categories were found. The quality of student answers are assessed as different levels of abilities, different levels of relational complexity or different levels of attributes. Possible knowledge taxonomies affecting the criteria are discussed as well as the lack of critical analysis of assessment practice in higher education courses. The influence of view of knowledge is highlighted and differences in preconditions for knowing in different sub disciplines. Consequences for teaching and learning and possible solutions are raised.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

biology

higher education

assessment criteria

naturvetenskapsämnenas didaktik

Science Education

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)