Resources on assessment design

Pedagogical suggestions for successful performance assessment

Handouts and online resources (in German)

Recommendations for formulating exam questions
Guidelines for conducting oral examinations
Guide to conducting exams via Skype4Business
Guide to conducting open-book exams in Moodle
Handout: Proof of access to open book exam on Moodle
FAQs on examination law
Infopool besser lehren der Universität Wien: Testing and assessment
Competence-oriented testing (University of Mainz)

Event recordings (in German)

Exam2Go - Assessment design compact

Logo Exam2Go - Exam didactics compact ©Uni Graz/Kommunikation & Öffentlichkeitsarbeit

High Noon - Educational design at lunchtime

Theses for a change in the examination culture at the university

Gabi Reinmann
Professor of Teaching and Learning at Universities and at the University of Hamburg. Head of the Hamburg Center for University Teaching and Learning.

In terms of educational design, there is a differentiated discourse on examinations and - internationally - on assessment. Nevertheless, the understanding and practice of examinations in German-speaking countries seems to remain relatively one-sided. To date, neither efforts to integrate pedagogical functions of examinations nor digital implementations of examinations have led to a noticeable change in examination culture. The presentation critically analyzes this problem and formulates theses for a change in examination culture based on the results of the analysis.

Assessing and testing

Assessing and testing

Ute Woschnak, ETH Zurich

This presentation will examine the interplay between teaching and learning objectives, different learning methods and performance assessments. Specific aspects such as the correct understanding of learning objectives and the adaptation of teaching methods for learning outcome-oriented examinations will be highlighted. In addition, practical assistance and recommendations for the effective design of these forms of assessment will be presented.

Motivation to learn despite or through performance assessment?

Motivation to learn despite or through performance assessment?

Olivia Vrabl, educational designer at numerous universities. Main focus: Course planning, assessment and feedforward, university methodology and reading pedagogy.

Can students' motivation to learn be increased despite or through performance assessments and which principles of motivation can be used specifically in teaching? What role do performance assessments play in relation to learning behavior, learning performance, learning motivation and the self-esteem of students?

Classic and alternative examination techniques

Classic and alternative examination techniques

Petra Jordan, Consultant for Studies and Teaching at Faculty I - Humanities and Educational Sciences, TU Berlin. Focus: Design of teaching/learning processes and examinations

The lecture gives an overview of traditional and alternative examination techniques. The advantages and disadvantages of these methods will be analysed and the handling of mass examinations will be discussed in particular. Various approaches to efficient and fair assessment of large examination groups will be discussed.

Evaluating learning success and skills

Evaluating learning success and skills

Jörg Stratmann, Weingarten University of Education

How can we actually meet the requirements of the Dublin descriptors for learning outcome-related competence assessments in our courses? Implementation-oriented possibilities are presented.

Competence-oriented testing and assessment at the university

Competence-oriented testing and assessment at the university

Sebastian Walzik works at the University of St. Gallen and is self-employed in the fields of educational design, leadership development and coaching.

In this lecture, the basics of competence orientation at universities will be highlighted. It will explain how examinations can be designed taking competencies into account and which techniques lead to a fair assessment.

Oral exams - how exams in conversation go smoothly

Oral exams - how exams in conversation go smoothly

Ulrike Hanke
Freelance lecturer for educational design and library education. Author of numerous textbooks, worked for many years at the University of Freiburg and the PH Freiburg im Breisgau.

Oral examinations are not only a challenge for the candidates. The demands are also high for the examiners, as many tasks have to be completed simultaneously and as professionally as possible. How can this be implemented in the best possible way?

Efficient testing - creating high-quality exam tasks in a time-saving manner

Efficient testing - creating high-quality exam tasks in a time-saving manner

Olivia Vrabl, educational designer at numerous universities. Main focus: Course planning, assessment and feedforward, university methodology and reading pedagogy.

How can we meet the requirement of not exceeding the time frame when creating exam tasks and at the same time create good tasks? A specially developed concept provides an answer to this question: the timeless, reusable task scheme for different subject areas.

Designing multiple-choice questions correctly

Designing multiple-choice questions correctly

Silvia Macher, lecturer at the Institute of Psychology at the Karl-Franzens University of Graz and expert in psychological item and test construction.

This lecture focuses on the effective design of multiple-choice questions. Advantages and disadvantages of this testing technique will be highlighted and typical areas of application will be discussed. In addition, best practices (dos) and common mistakes (don'ts) as well as helpful tips and tricks for constructing exam questions will be presented.

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