Cases fra Aarhus bss
Cases FROM Aarhus bss
STUDENT VIDEO IN PREPARATION FOR ORAL EXAM
The teacher/lecturer in a large lecture class prepares the students for the upcoming oral exam by: (1.) recording 2 different oral examinations herself and (2.) asking the students to record 3 oral examinations throughout the semester.
WHY
Hvorfor
The purpose was to structure the students' preparation and align it with the oral exam. This means to make the assessment criteria clear to the students and get them to practice the actual exam situation.
HOW
Hvordan
The lecturer records, for example with Soapbox, 2 test exams with him- or herself in the leading role as "the student" prior to the semester. One video shows a mediocre performance/answer, the other a top performance/answer. The videos are posted on Blackboard prior to the semester start. The students are asked to watch the two videos and are given the assignment to make their own examination videos three times through the semester. The videos are uploaded in a Wiki on Blackboard, which is only available to the reading group and the student instructors. The feedback from the student instructor and the fellow students is also given in the wiki with the support of a rubric prepared by the lecturer. In order to proceed to the final examination, the students must pass at least one video examination.
Take-away
THE FOLLOWING EXAM:
The students generally felt motivated by the assignment and it was clear at the final examination that they were structuring their answers better than previous students.
STUDENT INSTRUCTORS:
It is crucial that the student instructors have studied the rubric in depth in order to provide qualified feedback and assess the students' efforts.
The students knew exactly what we expected of them
De studerende prøvede den mundtlige eksamensform af på video, og fik kvalificeret feedback på baggrund af en såkaldt "rubric", som beskrev bedømmelseskriterierne. På den måde fik de studerende øvet den mundtlige præsentation, og blev samtidig bevidste om, hvad der blev forventet af dem til eksamen.
De studerende prøvede den mundtlige eksamensform af på video, og fik kvalificeret feedback på baggrund af en såkaldt "rubric", som beskrev bedømmelseskriterierne. På den måde fik de studerende øvet den mundtlige præsentation, og blev samtidig bevidste om, hvad der blev forventet af dem til eksamen.
SÅDAN KOMMER DU IGANG
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