NTNU EiT evaluation guideline
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Assessment criteria for Interdisciplinary Teamwork (EiT) Process report Prerequisites Group process Grade (percent) Situations Theory Reflections Activity A (100 – 90) Excellent use of relevant theory. 1. The students reflect on situations that highlight the academic competence of the individual; they also reflect on how that competence was maintained and used. 2. The students reflect on the roles individual members usually take (leadership, clarification of framework, progress in project work etc.) and the effect it has on the individual and the teamwork. 3. The students reflect on how the team’s interaction has developed and how this generates insight of one’s impact on others. Accounts for how theory and process tools (f. ex. the group rules) were consciously used in the project work. B (90- 80) Reflections on this level are between grades A and C. Accounts for instances where relevant theory and tools were applied to move forward with the work. C (80- 60) Situations that highlight how the group process has influenced the progress of the project work. Some knowledge and use of relevant theory. 1. The students describe the individual’s academic competence. 2. The students point out which roles the individual member has in the team. 3. The students describe situations they think have generated insight into own behaviour. Instances where some relevant theory or tools have been used are mentioned. D (60-50) Situations are mentioned. 1. The students describe the individual’s academic competence. 2. The students underline some differences in the individual contributions. 3. The students reflect in general terms about the situations where one is easily affected, and describe how the teamwork has given general insight into their own behaviour. E (50 -40) Chronological summary of episodes. Little knowledge and use of relevant theory. The students describe the team’s work and give a chronological account of the process, what techniques they have used and some general understanding is highlighted. F Inadequate summary of episodes in the team. No knowledge of relevant theory The report is a simple chronological description of the meetings that were held. Absence of reflection and understanding is often substantiated by statements like ”We had no conflicts and therefore nothing to write about” Written reports: The structure of the report, language and references can increase or lower the grade according to the grading scale above.
Transcript of NTNU EiT evaluation guideline
Assessment criteria for Interdisciplinary Teamwork (EiT) Process report Prerequisites Group process Grade
(percent) Situations Theory
Reflections Activity
A
(100 – 90)
Excellent use of relevant theory.
1. The students reflect on situations that highlight the academic competence of the individual; they also reflect on how that competence was maintained and used.
2. The students reflect on the roles individual members usually take (leadership, clarification of framework, progress in project work etc.) and the effect it has on the individual and the teamwork.
3. The students reflect on how the team’s interaction has developed and how this generates insight of one’s impact on others.
Accounts for how theory and process tools (f. ex. the group rules) were consciously used in the project work.
B
(90- 80)
Reflections on this level are between grades A and C.
Accounts for instances where relevant theory and tools were applied to move forward with the work.
C
(80- 60)
Situations that highlight how the group process has influenced the progress of the project work.
Some knowledge and use of relevant theory. 1. The students describe the individual’s academic competence.
2. The students point out which roles the individual member has in the team. 3. The students describe situations they think have generated insight into own
behaviour.
Instances where some relevant theory or tools have been used are mentioned.
D
(60-50)
Situations are mentioned.
1. The students describe the individual’s academic competence. 2. The students underline some differences in the individual contributions. 3. The students reflect in general terms about the situations where one is easily
affected, and describe how the teamwork has given general insight into their own behaviour.
E
(50 -40)
Chronological summary of episodes.
Little knowledge and use of relevant theory. The students describe the team’s work and give a chronological account of the
process, what techniques they have used and some general understanding is highlighted.
F
Inadequate summary of episodes in the team.
No knowledge of relevant theory
The report is a simple chronological description of the meetings that were held. Absence of reflection and understanding is often substantiated by statements like ”We had no conflicts and therefore nothing to write about”
Written reports: The structure of the report, language and references can increase or lower the grade according to the grading scale above.
Assessment criteria for Interdisciplinary Teamwork (EiT) Project report Grade
(percent) Interdisciplinary Written report
A
(100-90)
The problem has a foundation in the village theme, and this is displayed in the introduction and discussion. The problem is clearly described in the introduction and evaluated in the discussion. Relevant literature is referred to. It is clearly stated how and why the methods were used. The result is thoroughly presented and discussed. The results that are benefit to society are discussed and there is a proposal about how the work can be pursued.
B
(90-80)
The group has shown a truly interactive effort and contributions from the disciplines involved in finding a solution to the interdisciplinary problem.
Reports on this level are between grades A and C.
C
(80-60)
The group has partially shown an interactive effort and contributions from the disciplines involved in finding a solution to the interdisciplinary problem.
The problem is connected to the village theme. The problem and the objective are described and discussed. Some relevant literature is used. Relevant methods are used. The result is presented and discussed.
D
(60-50)
Reports on this level are between grades C and E.
E
(50-40)
The group has to some extent used their academic competence to solve the problem, but shown no interactive contribution.
The assignment is related to the village theme There are no real problems or objectives. Almost no relevant literature is used. Some methods are used. Some results are presented.
F An evident lack of relevant academic knowledge.
A lack of structure and content.
In addition each village has specific guidelines for the project work and the layout of the project report.
