uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Assessment, examination and grading – the last step in the ESD ladder?
Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The reformation of higher education through implementing Education for Sustainable Development (ESD) is happening all over the world also at Uppsala university. I started by creating a smaller module to be used in courses, then went on to forming full courses and a full master programme based on ESD. I then formed course- and programme expected learning outcomes according to ESD. All this work went very smooth. I was able to do it without any resistance, neither from students, teachers or administrative systems or university management.

 

It seems to me this work forms a kind of ESD ladder; you start with something small and relatively easy, then work with larger entities, and move from changes that are dependent on individual teachers, to structural changes that are not dependent on individuals, for more durable structural change and quality control. So far so good.

 

I felt the next step in my work was with assessment, examination and grading. I have felt that the way these things are usually done, and how the administrative systems shape what we can and cannot do, is inadequate for ESD teaching and learning. Because of this, I entered the Change Project Process at SWEDESD in the spring of 2019 with the aim of exploring this.

 

My realization was is that taking ESD teaching and learning seriously, it is extremely difficult or even impossible to create examinations that give differentiated grades, but instead must use a pass/fail scale. In this paper I will explain why I think this is the case, and also discuss the kind of resistance I have met trying to implement a pass/fail system in my master programme. These challenges have both been of administrative kind, and based in emotional responses; it seems grading is deeply rooted in students and teachers´ conceptions of what we do and why at university, even when irrational. I come to the conclusion that when you try to take this last step in the ESD ladder, it is the first step where you encounter serious challenges, which risk you being thrown down the ladder altogether. This is because assessment and examination direct what we can and must do in the classroom, and if they are not fit for ESD, then implementation of ESD in the classroom becomes very difficult.

Place, publisher, year, edition, pages
2019.
National Category
Civil Engineering
Identifiers
URN: urn:nbn:se:uu:diva-396251OAI: oai:DiVA.org:uu-396251DiVA, id: diva2:1367080
Conference
Konferens i universitetspedagogisk utveckling 2019. Tema: Utbildning fär hållbar utveckling
Available from: 2019-10-31 Created: 2019-10-31 Last updated: 2019-10-31

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Persson-Fischier, Ulrika
By organisation
Industrial Engineering & Management
Civil Engineering

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 1 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf