Assessment - Revision history

Olaf.schroth at 15:48, 5 January 2021

2021-01-05T15:48:15Z

← Older revision		Revision as of 15:48, 5 January 2021
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	Students who actively take part in both the online seminar and the intensive study programme (ISP) workshop have the opportunity to take the graded assignment there. In this case, the focus is on strategic and spatial planning and the assessment criteria differ slightly.		Students who actively take part in both the online seminar and the intensive study programme (ISP) workshop have the opportunity to take the graded assignment there. In this case, the focus is on strategic and spatial planning and the assessment criteria differ slightly.

			== Rubric Template ==
			Please feel free to use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.

			[https://www.hswt.de/fileadmin/Dateien/Hochschule/Fakultaeten/LA/LIZ/Rubric-for-Evaluation-of-CO-LAND-Student-Work-Project-IP-De-Panne.docx Download the template for your own use (Creative Commons license)]

			[[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg\|thumb\|none]]

	== Converting grades across different higher education systems ==		== Converting grades across different higher education systems ==
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	\| F \|\| fail		\| F \|\| fail
	\|}		\|}

	~~== Rubric Template ==~~
	~~Please feel free to use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.~~

	[https://www.hswt.de/fileadmin/Dateien/Hochschule/Fakultaeten/LA/LIZ/Rubric-for-Evaluation-of-CO-LAND-Student-Work-Project-IP-De-Panne.docx Download the template for your own use (Creative Commons license)]

	~~[[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg\|thumb\|none]]~~

	== Further Reading ==		== Further Reading ==
	* [https://feedbackhandbook.files.wordpress.com/2011/12/feedback-handbook-web-version-2012.pdf School of Architecture (2012). The Feedback Handbook. University of Sheffield: Sheffield.]		* [https://feedbackhandbook.files.wordpress.com/2011/12/feedback-handbook-web-version-2012.pdf School of Architecture (2012). The Feedback Handbook. University of Sheffield: Sheffield.]

Olaf.schroth at 14:27, 5 January 2021

2021-01-05T14:27:56Z

← Older revision		Revision as of 14:27, 5 January 2021
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	\| '''Executive Summary Step 7: Assessment'''		\| '''Executive Summary Step 7: Assessment'''
	\|-		\|-
	\| While feedback is a continuous process throughout the course, ~~there need to be an assessment and~~ grading ~~at the end~~. The following section is giving support on this part of the process.		\| While feedback is a continuous process throughout the course, the overall performance is usually assessed through grading. The following section is giving support on this part of the process.
	\|}		\|}

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	[[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg\|thumb\|none]]		[[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg\|thumb\|none]]

			== Further Reading ==
			* [https://feedbackhandbook.files.wordpress.com/2011/12/feedback-handbook-web-version-2012.pdf School of Architecture (2012). The Feedback Handbook. University of Sheffield: Sheffield.]

Olaf.schroth: /* Converting grades across different higher education systems */

2021-01-05T14:21:21Z

Converting grades across different higher education systems

← Older revision		Revision as of 14:21, 5 January 2021
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	== Converting grades across different higher education systems ==		== Converting grades across different higher education systems ==
			The [[ECTS]] credit system has been harmonized across Europe but the diversity of grading systems poses a major challenge to facilitating European student exchange. The following table is providing a general overview of ECTS grades, but these still have to be translated into your local grading system. Please contact your local Erasmus+ coordinators for specific support and information.

			{\| class="wikitable"
			\|-
			! ECTS Grading Scale !! Definition
			\|-
			\| A \|\| excellent
			\|-
			\| B \|\| very good
			\|-
			\| C \|\| good
			\|-
			\| D \|\| satisfactory
			\|-
			\| E \|\| sufficient
			\|-
			\| FX \|\| fail
			\|-
			\| F \|\| fail
			\|}

	== Rubric Template ==		== Rubric Template ==

Olaf.schroth at 14:09, 5 January 2021

2021-01-05T14:09:14Z

← Older revision		Revision as of 14:09, 5 January 2021
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	[[File:Public presentation.PNG\|thumb\|right\|Assessment criteria for the ‘Spatial concept’ and ‘Communication’ parts]]		[[File:Public presentation.PNG\|thumb\|right\|Assessment criteria for the ‘Spatial concept’ and ‘Communication’ parts]]
	Part of the examination is also an oral online presentation after each thematic section of the seminar~~, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4)~~. Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is		Part of the examination is also an oral online presentation after each thematic section of the seminar. Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback form without grading (see the Rubric Template below), and the result is reported back to the four working groups in a timely manner. At the end of the seminar, the international teams also need to reflect on their collaboration process and document their findings). The completed case study provided using the wiki template is evaluated and graded according to the following criteria:<br>
	moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback
	form without grading (see ~~[[Feedback Form]]~~), and the result is reported back to the four working groups in a timely manner. At the end of the seminar, the international teams also need to reflect on their collaboration process and document their findings ~~in the template (see [[Assignment D]]~~). The completed case study provided using the wiki template is evaluated and graded according to the following criteria:<br>

	* Comprehensiveness and depth of the research in general (in particular assignment A)		* Comprehensiveness and depth of the research in general (in particular assignment A)

Olaf.schroth at 14:06, 5 January 2021

2021-01-05T14:06:43Z

← Older revision		Revision as of 14:06, 5 January 2021
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	\|}		\|}

	[[File:~~Assessment criteria~~.PNG\|thumb\|right\|Assessment criteria for the ‘Spatial concept’ and ‘Communication’ parts]]		[[File:Public presentation.PNG\|thumb\|right\|Assessment criteria for the ‘Spatial concept’ and ‘Communication’ parts]]
	Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is		Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is
	moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback		moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback

Olaf.schroth at 14:03, 5 January 2021

2021-01-05T14:03:28Z

← Older revision		Revision as of 14:03, 5 January 2021
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	\|}		\|}

			[[File:Assessment criteria.PNG\|thumb\|right\|Assessment criteria for the ‘Spatial concept’ and ‘Communication’ parts]]
	Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is		Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is
	moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback		moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback

Olaf.schroth at 11:44, 5 January 2021

2021-01-05T11:44:39Z

← Older revision		Revision as of 11:44, 5 January 2021
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	>>> [[Output_2_-_Toolbox\|Back to tool-box overview]]		>>> [[Output_2_-_Toolbox\|Back to tool-box overview]]

	The online seminar introduces students to the sensitive nature of coastal landscapes and their vital relevance to society, economy and the environment. Planners and designers learn how to manage these territories sustainably. Course participants develop a profound understanding of the specific character of coastal landscapes. Students learn which driving forces are influencing the landscape system and which impact types are most relevant for planning and design responses.<br>		{\| class="wikitable"
	~~This includes the global and European dimension since coastal landscapes are receiving increased attention~~		\|-
	~~worldwide. Participants learn about various approaches to landscape assessment in order to articulate the challenges and potentials of~~ a ~~coastal landscape. They have~~ the ~~opportunity~~ to ~~define and test~~ assessment ~~models and derive relevant knowledge for planning and design. The last phase of the course introduces different approaches to strategy building, planning~~ and ~~design in~~ the context of coastal landscapes. On this basis, the course participants are able to draft a strategy and a master plan for a coastal area, taking economic, ecological and social aspects, and current policies into account.<br>		\| '''Executive Summary Step 7: Assessment'''
	~~[[File:CoLand schematic schedule~~.~~PNG\|frame\|right\|CoLand schematic schedule]]~~		\|-
			\| While feedback is a continuous process throughout the course, there need to be an assessment and grading at the end. The following section is giving support on this part of the process.
	The ~~examination assignments in the CO-LAND OS consist of elaborating a case study~~ on ~~the basis~~ of the ~~template provided~~. ~~This template is structured analogous to the course contents with respect to the synchronously held lectures:~~		\|}

	~~# Landscape System Analysis~~
	~~# Landscape Evaluation and Assessment~~
	~~# Strategy and Master Plan~~
	~~# Process Reflection<br>~~

	Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is		Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is
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	Students who actively take part in both the online seminar and the intensive study programme (ISP) workshop have the opportunity to take the graded assignment there. In this case, the focus is on strategic and spatial planning and the assessment criteria differ slightly.		Students who actively take part in both the online seminar and the intensive study programme (ISP) workshop have the opportunity to take the graded assignment there. In this case, the focus is on strategic and spatial planning and the assessment criteria differ slightly.

			== Converting grades across different higher education systems ==


	Please use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.		== Rubric Template ==
			Please feel free to use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.

	[https://www.hswt.de/fileadmin/Dateien/Hochschule/Fakultaeten/LA/LIZ/Rubric-for-Evaluation-of-CO-LAND-Student-Work-Project-IP-De-Panne.docx Download the template for your own use (Creative Commons license)]		[https://www.hswt.de/fileadmin/Dateien/Hochschule/Fakultaeten/LA/LIZ/Rubric-for-Evaluation-of-CO-LAND-Student-Work-Project-IP-De-Panne.docx Download the template for your own use (Creative Commons license)]

	[[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg\|thumb\|none]]		[[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg\|thumb\|none]]

Olaf.schroth at 16:19, 4 January 2021

2021-01-04T16:19:42Z

← Older revision		Revision as of 16:19, 4 January 2021
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	The online seminar introduces students to the sensitive nature of coastal landscapes and their vital relevance to society, economy and the environment. Planners and designers learn how to manage these territories sustainably. Course participants develop a profound understanding of the specific character of coastal landscapes. Students learn which driving forces are influencing the landscape system and which impact types are most relevant for planning and design responses.<br>		The online seminar introduces students to the sensitive nature of coastal landscapes and their vital relevance to society, economy and the environment. Planners and designers learn how to manage these territories sustainably. Course participants develop a profound understanding of the specific character of coastal landscapes. Students learn which driving forces are influencing the landscape system and which impact types are most relevant for planning and design responses.<br>
	This includes the global and European dimension since coastal landscapes are receiving increased attention		This includes the global and European dimension since coastal landscapes are receiving increased attention
	worldwide. Participants learn about various approaches to landscape assessment in order to articulate the challenges and potentials of a coastal landscape. They have the opportunity to define and test assessment models and derive relevant knowledge for planning and design ~~(see Figure C.2 Assignment B)~~. The last phase		worldwide. Participants learn about various approaches to landscape assessment in order to articulate the challenges and potentials of a coastal landscape. They have the opportunity to define and test assessment models and derive relevant knowledge for planning and design. The last phase of the course introduces different approaches to strategy building, planning and design in the context of coastal landscapes. On this basis, the course participants are able to draft a strategy and a master plan for a coastal area, taking economic, ecological and social aspects, and current policies into account.<br>
	of the course introduces different approaches to strategy building, planning and design in the context of coastal landscapes. On this basis, the course participants are able to draft a strategy and a master plan
	for a coastal area, taking economic, ecological and social aspects, and current policies into account ~~(see~~
	~~the~~
	[[File:CoLand schematic schedule.PNG\|frame\|right\|CoLand schematic schedule]]		[[File:CoLand schematic schedule.PNG\|frame\|right\|CoLand schematic schedule]]
	).

	The examination assignments in the CO-LAND OS consist of elaborating a case study on the basis of the template provided. This template is structured analogous to the course contents with respect to the synchronously held lectures:		The examination assignments in the CO-LAND OS consist of elaborating a case study on the basis of the template provided. This template is structured analogous to the course contents with respect to the synchronously held lectures:

Olaf.schroth at 16:19, 4 January 2021

2021-01-04T16:19:02Z

← Older revision		Revision as of 16:19, 4 January 2021
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	The examination assignments in the CO-LAND OS consist of elaborating a case study on the basis of the template provided. This template is structured analogous to the course contents with respect to the synchronously held lectures:		The examination assignments in the CO-LAND OS consist of elaborating a case study on the basis of the template provided. This template is structured analogous to the course contents with respect to the synchronously held lectures:

	A. Landscape System Analysis		# Landscape System Analysis
	B. Landscape Evaluation and Assessment		# Landscape Evaluation and Assessment
	C. Strategy and Master Plan		# Strategy and Master Plan
	D. Process Reflection<br>		# Process Reflection<br>

	Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is		Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is

Olaf.schroth at 16:14, 4 January 2021

2021-01-04T16:14:01Z

← Older revision		Revision as of 16:14, 4 January 2021
Line 1:		Line 1:
	>>> [[Output_2_-_Toolbox\|Back to tool-box overview]]		>>> [[Output_2_-_Toolbox\|Back to tool-box overview]]

			The online seminar introduces students to the sensitive nature of coastal landscapes and their vital relevance to society, economy and the environment. Planners and designers learn how to manage these territories sustainably. Course participants develop a profound understanding of the specific character of coastal landscapes. Students learn which driving forces are influencing the landscape system and which impact types are most relevant for planning and design responses.<br>
			This includes the global and European dimension since coastal landscapes are receiving increased attention
			worldwide. Participants learn about various approaches to landscape assessment in order to articulate the challenges and potentials of a coastal landscape. They have the opportunity to define and test assessment models and derive relevant knowledge for planning and design (see Figure C.2 Assignment B). The last phase
			of the course introduces different approaches to strategy building, planning and design in the context of coastal landscapes. On this basis, the course participants are able to draft a strategy and a master plan
			for a coastal area, taking economic, ecological and social aspects, and current policies into account (see
			the
			[[File:CoLand schematic schedule.PNG\|frame\|right\|CoLand schematic schedule]]
			).

			The examination assignments in the CO-LAND OS consist of elaborating a case study on the basis of the template provided. This template is structured analogous to the course contents with respect to the synchronously held lectures:

			A. Landscape System Analysis
			B. Landscape Evaluation and Assessment
			C. Strategy and Master Plan
			D. Process Reflection<br>

			Part of the examination is also an oral online presentation after each thematic section of the seminar, i.e., held on the 4th (Unit A.4), 8th (Unit B.4) and 12th day of the course (Unit C.4). Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is
			moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback
			form without grading (see [[Feedback Form]]), and the result is reported back to the four working groups in a timely manner. At the end of the seminar, the international teams also need to reflect on their collaboration process and document their findings in the template (see [[Assignment D]]). The completed case study provided using the wiki template is evaluated and graded according to the following criteria:<br>

			* Comprehensiveness and depth of the research in general (in particular assignment A)
			* Methodological conclusiveness and clarity (in particular assignment B)
			* Consistency in the formulation of strategy and objectives as well as persuasiveness and creativity
			* in spatial (landscape) vision and implementation ideas (in particular assignment C)
			* Profoundness and seriousness in the process (assignment D)
			* Competence in textual and graphic expression, visual appearance of graphics and maps
			* Scientific quality of the elaboration, source work, citation method etc. <br>

			Students who actively take part in both the online seminar and the intensive study programme (ISP) workshop have the opportunity to take the graded assignment there. In this case, the focus is on strategic and spatial planning and the assessment criteria differ slightly.


	Please use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.		Please use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.