Transparent grading, diverse exams

Assessing and evaluating performance in artistic, pedagogical, practice-oriented as well as academic fields is always a great challenge. Added to this, gender, race, body, age, ethnicity and other dimensions of diversity are often unconsciously connected to supposedly objective assessment criteria. These categories which exist outside the scope of artistic, pedagogical, practice-oriented and academic areas are therefore also influencing performance evaluation.

For this reason, it is all the more important that assessment criteria are both defined and rendered transparent from the very beginning or already in advance. Defining the criteria requires a process of self-reflection in which implicit biases are contemplated. Doing so allows both students and teachers to better understand specific results. In addition, students learn to assess themselves more accurately already while preparing for an exam. Students are enabled to more independently, more responsibly and more reflectively manage their respective potentials, the higher the level of information they possess when communicating with the person who evaluates them is, and the more transparent assessment criteria are rendered. (kpa)

Examinations are relevant for assessing certain knowledge, skills, performances and competencies in accordance with the requirements stipulated in the curriculum. An exam certificate is typically proof of being qualified for advancing further in one’s studies or career. Entrance as well as final examinations are often particularly challenging. For teachers, examinations provide information in relation to how teaching content has been processed. Simultaneously, examination results may provide students with orientation concerning whether and which contents and competencies they have acquired, learned and understood.

Teachers are encouraged to offer various formats and settings. This gives students the opportunity to demonstrate and display their acquired knowledge in accordance with their individual capabilities (for example: in written form, orally, practical formats, digital formats, presentations, individually, in small groups or in the overall group).

Exams for students with functional impairments relevant to their studies have to be adapted accordingly. Offering alternative formats and methods ensures fairness while contents and requirements remain unaffected. This translates to: alternative examination mode but identical content, identical performance (for example extended exam time, assistive technology, individual formats, adapted exam questions, etc.). It can be facilitated through arrangement with the course teacher and/or the head of the study program. When taking an exam in an alternative format it is important to accurately assess the requirements in relation to time and organization. Teachers’ willingness to cooperate is crucial (allowing enough time, for example). (hnz)