Assessing student-centred learning without a written exam? A discussion on student-centred learning and continuous examination

Paper i proceeding, 2025

This contribution reports on the outcome of a workshop at KUL 2025 where a group of cross-disciplinary teachers explored continuous assessment as a means to enhance student-centred learning (SCL) in the courses. The participants were interested in student-centred learning as a means for course development and to align their courses with Chalmers’ educational goals, such as constructive alignment and participatory design. During the workshop, the participants reflected on their own experiences and shared ideas on accessible learning activities. Some of the learning activities were milestone papers, authentic/performance tasks, oral explanations and mechanisms supporting engagement and self-regulation. The autonomy and independent learning in SCL have their challenges, for example, transferable skills and Generative AI. An unbalanced workload, if there is a lack of participation or institutional support, results in the students’ development of autonomy and independent learning being missing, with consequences for self-regulation skills. Generative AI is another challenge and at the same time an opportunity, which calls for increased visibility and transparent tool use.