P1: Christian Köppe and Rody Middelkoop, “Incremental Grading – An Example of Using Hybrid Pedagogy as Guideline for Assessment Design”

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“Assessments are essential elements in higher education, but their design often seems to be guided by standard approaches and some impeding phenomena persist. Addressing such phenomena—e.g. procrastination, low self-assessment skills, low ownership of learning—is often done through design-based research (DBR). Finding new design solutions (or interventions) which can be evaluated for their successful applicability is an essential element of DBR. Using hybrid pedagogy—the conscious intermingling of prevalent dichotomies in educational design—as guideline for (re-)designing such assessment approach elements can open up new solution spaces and opportunities to address some of the existing challenges. In this work we describe how hybrid pedagogy was used as guideline during assessment development for a semester on software engineering. We present how this broadened the solution space and how it impacted some design decisions. The result of this assessment development is an approach termed Incremental Grading, which is based on a re-configuration of well-known and proven good practices

https://hls-d3.iucc.ac.il/wp-content/uploads/2019/09/P1_Koppe_etal.pdf

P1_Koppe_etal