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I graduated from Oulu University of Applied Science. I will give example of one course - Object Oriented Programming. It was very difficult for me to understand the concept. I asked teacher about how to pass the course and understand the concept so we could use in different programming language. Teacher told us about the assessment criteria and until course finished, teacher used the same criteria as it was mentioned in the beginning.

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1. My experiences related to assessment and feedback as a university student have been mostly fair. Feedback has been spot on on the negative aspect, however the strengths of my work has never been mentioned. It seems that it is easy to find mistakes but hard to say anything positive about one's work. I wonder if this due to time pressure and teachers skip the encouraging part entirely, concentrating on the issues to be  fixed in the work.
2. The assessment criteria has been published together with all details of the courses on the platform where you can register for the course. Additionally, lately teachers inform at the beginning of the courses how exactly the work is going to be assessed.
3. Diverse methods have been used in the assessments: individual and group assessment, learning diaries, essays, presentations, etc, throughout the course and at the end of a course.
4. No feedback discussion whatsoever, only short messages via e-mail. Sometimes only the grade and no feedback.

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I think most of the courses in the University assessment was fair and quite simple too, it was based on result of final exam. I do not remember but I feel that criteria’s were available. I don’t remember any situation about unfair assessment so I think in generally it was fair.

In few courses we did a lot of  teamwork. But I don’t remember for sure about assessment, I think that if a team just completed the specific tasks, full amount of points were given to the each member of the group. And always group task were just about 20% of the total 100%, and usually rest 80% was based on exam.

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1: Assessment depending on the goals can be fair, depending on type of assessment can be quite subjective. E.g. placement or entrance exam to nursing in Oulu UAS, based on interview and motivation letter. Depending on who is interviewing and who/ where the subject is from. The interviewer's subjective opinion weighs greatly on whether or not a candidate is shortlisted or selected. Sometimes it is enough if Finnish language of a foreign applicant is not at a grey assigned level, then interviewer can say that there is a threat that this person cannot complete their dissertation or do work practice. Hence there is ono point accepting this person to Nursing school. The same student got in another nursing school based on 2-day intensive multiple-source exams and graduated to become a nurse.

2: AT UAS, teacher tells students to go visit the website url that shows the grading system/ scale and read through it. There is no example of what makes a 5 or a 4 or 3, but of course there are clear limits. If 80% attendance is not achieved, that is no additional +1 grade. If assignments are not cleared on time, then there is a penalty. If course end projects and exams are not cleared then you fail.  Maybe some students just don't bother checking out  the requirements or marking schemes.

3: Throughout my education there has been very diverse assessment methods ranging from skills tests to mental tests and psychological tests. At the workplace there are placement tests and regular skills maintenance and upkeeping tests.

4: Not many teachers have time for discussion of student performance. sometimes it is possible, most of the time you just go for the resit if you want to improve the final grade because it is the easier thing to do. If you approach about your own performance you get asked philosophical questions that don't necessarily make you any wiser to your own learning needs.

This is a caricature based on experience but it is subjective. So please take with a pinch of salt and some spices. Thank you

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One of my experiences is about assessment through assignments at the university level. Assessment was 50% on assignments and 50% on final exam. Sometimes assignments were so complicated and difficult in a way that mostly were stuck in it. Even such assignments should be designed to improve students' learning, it made students confused and losing their grades easily ! Additionally, no feedback  was seen from such assessment! No change in the course plan and materials was happened.
Another experience was through small tests (one or two questions) during the course. Students should solve problems using all materials. Immediately, problems were solved by the teacher. It was really effective on students' learning and guiding the teacher to improve his teaching method. At the end of the course we had a summative assessment through final exam.

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In university the assessment has always been a grade based on exam after the course. The assessment criteria has always been available and I think the evaluation has been fair. Students have been tested for their knowledge not skills. For master´s thesis I have got more precise feedback and I´ve had discussion with professor about content of the thesis.

In one course the teacher gave us students (group of 20) a task to give each other a grade. I think we weren´t advised enough how to assess so we decided as a group that we would give everyone the best possible grade. Teacher newer game back to the topic and it didn´t show in the course grades. I think that teacher should have given criteria for the assessment or at least discuss with students what is the aim of the peer assessment which was quite unclear to every student.

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Name: Tuomo Lindholm

These answers are based on my experiences from studies in Master of Business Administration degree program.

1) Sometimes I felt that group assessments were not fair and did not take the individual contribution into account. For example, some of the students could not produce text that met the quality standards or contribute valuable information for the tasks. Teachers attempted to fix this by implementing authentication for those documents so that they could point out those who wrote what. This attempt was not successful and they withdrew it quickly. Writing is more than a technical proces...

Recently, I have mostly written essays and reports that have been evaluated. As other grades and answers have been hidden it is very hard to tell how equal asssessment have been. For example, how can you ensure, as a student, that the evaluation of your 5,000 essay is fair and equal when you do not have access to others work.

2) Most of the time the assessment criteria has been published before the course starts. However, some of the teachers did not explain it thoroughly and thus, criteria was  hard to understand in the beginning of my studies. For example, it was sometimes difficult to understand what was the exact thing that I had to do to show and prove my skills.

3) Yes, group and individual assessment per course and in the end of each semester we did joint group assignments that comprised all courses from that semester.

4) Yes, I was alwas given feedback and a chance to work more on our reports and essays to improve the work. Moreover, some teachers offered Consulting service for larger tasks, such as joint assingments. In addition to discussion about the topic, these sessions included a rough estimation of current grade.

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What kind experiences have you had as student or as teacher related to the evaluation?

Do you think assessment has been fair and equal?

Were you informed of the assessment criteria before the course?

Were you assessed with diverse methods?

Did you have possibility to discuss about your own performance with teacher?

Give at least one short example of your experiences.