This article deals with how to use Progress measure as a tool to follow students' development and create reasonable goals, in education.
TABLE OF CONTENTS
What is a Progress Measure
Students at university level have many different requirements who want students to deliver different types of assignments in a variety of ways.
In the Ortrac platform, there are a number of tools to collect this information in logical containers and set up both quantitative goals and qualitative goals in what is called Dipstick in Swedish.
It is a gauge for collected results from different containers. The dipstick can collect a number of results in a part of a student's portfolio and name these, create a number of results that must exist and what level / grade these must have in order for the dipstick to be approved.
Some examples of areas of use are, for example, that for students at work on a course:
More specific use is, for example, to apply dipsticks to a practical examination, an OSCE. In this case, it can be used in the following ways:
- Have a station started: works like a simple measuring stick that only checks if an examiner has started filling out assessment forms (no requirements at a certain level.)
- Are all stations filled in with all results: Here the amount of submitted results for a student is checked, so that no one is missing (no requirements at a certain level but can also be used for borderline results and linking measurements)
- Too many results: This dipstick checks that a student has not received too many evaluations, i.e. the maximum number is counted and if it is too high, the dipstick notes this.