Meeting 1 and meeting 2 are mandatory to attend. Meeting 3 and 4 are strongly recommended but not mandatory.
Two home assignments with peer review.
LH216V Develop the Learning by Using Grading Criteria 1.5 credits
LH216V Develop the Learning by Using Grading Criteria. The course is intended for teachers who want to introduce outcome-based criterion-referenced assessment criteria with clear rules for determining overall grades, together with assessments aligned with these criteria. The course consists of just four sessions (two of which are optional) and two assignments. In the assignments, you will develop criterion-referenced assessment criteria and design assessments based on these criteria for your own course, ready to be put into practice the next time you teach it.
The course will include examples on how to replace written exams with other forms of AI-resistant assessment, even for courses with large student groups.
Next course offering will be in English in period 4, 2027.
Information per course offering
Information for Spring 2027 Start 15 Mar 2027 course for KTH staff
- Course location
KTH Campus
- Duration
- 15 Mar 2027 - 31 May 2027
- Periods
Spring 2027: P4 (1.5 hp)
- Pace of study
10%
- Application code
12766
- Form of study
Normal Daytime
- Language of instruction
Swedish
- Course memo
- Course memo is not published
- Number of places
10 - 30
- Target group
- The course is aimed primarily for teachers at KTH.
- Planned modular schedule
- [object Object]
- Schedule
- Part of programme
- No information inserted
Contact
Course syllabus as PDF
Please note: all information from the Course syllabus is available on this page in an accessible format.
Course syllabus LH216V (Spring 2027–)Headings with content from the Course syllabus LH216V (Spring 2027–) are denoted with an asterisk ( )
Content and learning outcomes
Course disposition
Course contents
- The benefits of learning outcome-based assessment criteria.
- Pitfalls associated with the introduction of assessment criteria.
- How learning outcomes, assessment criteria and assessment are interlinked and relate to students’ learning.
- Examples of how learning outcome-based assessment criteria have been developed and are used in courses at KTH and Uppsala University.
- How to write learning outcome-based assessment criteria.
- Student perspectives on assessment and grading criteria.
- What is needed for assessment criteria to support learning?
- Weighing up assessments to determine final marks and the pedagogical consequences this may entail.
- Guidelines and support for learning outcome-related assessment criteria at KTH
- Working with assessment criteria and modified assessment methods in your own course.
Intended learning outcomes
After passing the course, the course participant should be able to:
- demonstrate how intended learning outcomes, grading criteria and examination are related
- formulate criterion-referenced grading criteria for a course
- suggest how examination items should be designed so that they are assessed according to specified grading criteria
- critically review and reflect on one's own specified grading criteria and those of others
- give an account of how assessments can be weighed together to a final mark and reflect on the possible effects of this
- reflect on how the grading criteria can be used in one's own teaching
in order to be able to design criterion-referenced grading criteria and examination that can be used directly in an own course.
Literature and preparations
Specific prerequisites
No information inserted
Recommended prerequisites
A basic course in teaching and learning in higher education, for example LH231V Teaching and Learning, is recommended but is not a requirement.
Experience of designing assessment tasks linked to intended learning outcomes will make the course work easier.
Literature
You can find information about course literature either in the course memo for the course offering or in the course room in Canvas.
Examination and completion
Grading scale
P, F
Examination
- INL1 - Assignment, 1.5 credits, grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
If the course is discontinued, students may request to be examined during the following two academic years.
An individual assignment in the own subject area is included in the written assignment.
Other requirements for final grade
Active participation at course meetings 1 and 2 is compulsory.
Examiner
Ethical approach
- All members of a group are responsible for the group's work.
- In any assessment, every student shall honestly disclose any help received and sources used.
- In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
Further information
Course room in Canvas
Registered students find further information about the implementation of the course in the course room in Canvas. A link to the course room can be found under the tab Studies in the Personal menu at the start of the course.
Offered by
Main field of study
Technology and Learning
Education cycle
Second cycle
Supplementary information
The course is tailored for teachers at KTH. It is included in course offerings that meet KTH's requirement of 15 credits in university teaching for employment or promotion to a teaching position.