Assessment: Difference between revisions

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>>> [[Output_2_-_Toolbox|Back to tool-box overview]]
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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>
{| 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 (see Figure C.2 Assignment B). The last phase
| '''Executive Summary Step 7: Assessment'''
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
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for a coastal area, taking economic, ecological and social aspects, and current policies into account (see
| 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.
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:
[[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. 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>
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)
* Comprehensiveness and depth of the research in general (in particular assignment A)
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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 use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.
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]]
== 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
|}
== 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.]

Latest revision as of 15:48, 5 January 2021

>>> Back to tool-box overview

Executive Summary Step 7: Assessment
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.
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. 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:

  • 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.

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.

Download the template for your own use (Creative Commons license)

Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg

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.

ECTS Grading Scale Definition
A excellent
B very good
C good
D satisfactory
E sufficient
FX fail
F fail

Further Reading

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