Guidelines for student assessment
Joint Assessment Framework
Completed courses are evaluated on the scale excellent (5), good (3-4), satisfactory (1-2), and fail (0). The marking pass (S) can exceptionally be used if it has been separately stated in the study guide or individual study plan.
The joint assessment framework forms the basis for competence assessment at TAMK. As a rule, assessment takes place by courses or study modules. The teacher in charge of the course implementation completes the assessment.
You have the right to know the assessment criteria and methods at the beginning of the course. Further information on assessment can be found in the course implementation descriptions.
|
|
Levels 1-2 |
Levels 3-4 |
Level 5 |
|
Knowing |
Can recognise and define field-related phenomena and basic concepts. |
Structures relations between field-related phenomena and concepts. |
Understands extensive entities and relations between them. |
|
Acting |
Manages the assigned tasks under supervision/assisted. Knows diverse courses of action but cannot justify his/her choices. Routine performance |
Can select the most appropriate course of action from diverse options and justify his/her choice. Applies |
Can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Assesses diverse solution alternatives. |
|
Being |
Can give and receive feedback. Considers and assesses things from his/her viewpoint. Can work in a group. Recognises his/her interaction skills. Recognises important courses of action in the field. Takes responsibility for his/her own work. Can describe the economic and wellbeing related effects of his/her own work. |
Can give and receive feedback actively and constructively. Considers and assesses things both from his/her and the close community's viewpoint. Can cooperate responsibly and is ready to develop his/her interaction skills. Recognises and follows the important courses of action in the field. Takes responsibility and commits to the group activities in addition to his/her own work. Can describe and assess the economic and wellbeing related effects of his/her own work. |
Uses feedback systematically as a professional growth tool in his/her own work and the community. Considers and assesses himself/herself and his/her professional community or task. Can cooperate responsibly, flexibly and constructively. Develops his/her own and the group's interaction. Works responsibly and in a committed manner considering the community and field requirements and needs. Understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work. |
NOTE: The higher level always includes the lower-level competences.