Description
The evolving landscape of higher education (HE), increasingly influenced by Generative Artificial Intelligence, entails both challenges and opportunities for inclusive assessment and effectively adapted grading practices. Traditional reliance on summative grading often contrasts with the uncertain efficacy associated with formative assessment, prompting diverse grading experimentation at the course level. While directly informative within the classroom, the broader impact of inclusive assessment practices in relation to program-level coherence remains underexplored. Guided by constructive alignment framework, this project aims to describe the relationship between teachers’ didactic approaches, alternative grading practices, and student learning outcomes. Using explorative case studies informed by collaborative self-study within an iterative design-based research approach, we seek to develop a matrix depicting inclusive assessment practices as a basis for formulating design principles supporting effective program-level coherence. The matrix will provide educators and institutions with valuable insights for informed decision-making when navigating the complexities of alternative grading practices within HE.| Period | 26 Jun 2024 → 28 Jun 2024 |
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| Held at | EARLI SIG 01 - Assessment and Evaluation, Belgium |
| Degree of Recognition | International |