The EWUU CBL concept is based on constructive alignment, so the assessment within CBL should align with the learning outcomes and activities (Biggs, 1996), as well as the real-world context. Moreover, it should be aimed at individual progression and differences between learners.
Instead of testing knowledge we use formative evaluation and assessment in order to get insight into learning. This means that assessment, as part of the learning trajectory, provides space for individual development and differentiation between learners (Schellekens et al., 2021). In an assessment for distinctiveness, the emphasis is on assessing the distinction between learners, instead of the commonality, and on the personal traits of a learner (Oliver & Jorre de St Jorre, 2018).
Key aspects of assessment
To ensure the validity of assessments, to have a holistic approach and to guarantee ongoing development of the assessment process, one needs to take the following factors into account:
- Expectation management is key: before the course starts the assessment needs to be communicated with the learners and the actors involved in assessment
- Feedback is a substantial part of the assessment
- Co-creating part of the assessment with the learners, for example in defining competences and ways to assess competence levels
- Using different assessors, including peers, external stakeholders, coaches, experts
- Assessing both individual and teamwork
For each factor, you can find more information below:
Expectation management
In CBL, learners are taught to deal with uncertainties. To do this properly, guidance and expectation management are essential. For assessment, this means that before entering into an assessment process, it needs to be clear to all involved what form the process will take, how assessment will be shaped and what the outcomes should be. Also, if co-creation of the assessment takes place during the course, learners need to understand how this will be organised and what will be expected from them.
Feedback
Feedback is a powerful learning tool. It points the learner towards discrepancies between their current and desired understanding or performance that the education aims for (Hattie & Timperly, 2007). By processing the feedback, a learner will become aware of the next steps in the learning journey. Tools to incorporate feedback-for-growth can be found in the article by de Kleijn (2021).
Co-create assessment
Ownership of one’s learning is crucial. When focusing on individual development and growth, learners need to feel autonomy in their learning. This can be fostered by setting personal learning outcomes or competence levels for learners and co-creation of how these are assessed. Using self-assessment is also a possibility.
Whether learner, coach or course coordinator, every person in the community of practice can have a role in assessment. The roles of the learners are described in the co-creation paragraph. Learners can also act as peer assessors. The (non-academic) stakeholders can be involved by giving feedback on the process and products of the teamwork.
Team assessment
The team will be assessed on the learning outcomes/competencies related to the challenge process and the end product. Per course, this should be specified in advance. Learners are informed of the assessment (criteria), preferably with a rubric. Assessment of teamwork is usually done by a panel of different stakeholders, headed by an examiner (academic with a university teaching qualification).
Some examples of team assessment:
- Assessing the collaboration/learning process, including self-assessment
- Making a prototype/report, including feedback from stakeholders, assessment by a specific panel
Individual assessment
Individual assessment is aimed at the learners’ personal development and growth. Personal learning outcomes/competencies should be defined before the course begins. Learners are informed, in advance, of the assessment procedure and criteria, preferably with a rubric.
Some examples:
- Programmatic assessment, including peer assessment
- Incremental grading, including self-assessment
- Ipsative assessment, including peer and self-assessment
Examples of assessment from previous challenges can be found on the Case studies pages.