The need for students to practise and learn both free presentation and discussion and critical reflection on such performances gave rise to the idea of developing assessment schemes for presentations by students.
Within the course, lectures are given individually or in groups. An important component and conclusion of the lectures are discussion impulses, which are to be provided by the lecturers. Following the lecture and discussion, students move on to assessment using a specially developed assessment scheme, reflecting on the lecturers' performance and subsequently on the quality of the scheme and its criteria. This creates a critical attitude towards assessments and their standards.
The basis for the assessment schemes developed by the students are short text extracts compiled by the teacher for the development of assessments. The students will find answers to questions on how to determine competence orientation and how to assess in constructivist didactics. It is deliberately demanded that criteria can be established "from the gut".
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