Aalto University is a multidisciplinary university with a variety of teaching traditions, programme profiles, and degrees. As a teacher, it is good to understand the variety of Aalto's teaching and learning contexts and to reflect on their pedagogical possibilities. In addition, it is important to discuss learning assessment with colleagues from different Aalto schools and learn about the practices of other disciplines or teaching traditions.
Learning assessment refers to the methods, tools, and practices used to evaluate how a student's competence relates to the learning outcomes of the course.
There are many ways to implement learning assessment. The most important things to consider when choosing assessment methods are:
What is assessed?
The teacher's task is to plan and communicate to the students what the assessment is based on. Tasks given to students may include, for example, scientific texts, calculation exercises, study or project reports, essays, design assignments, productions, portfolios, or works of art. Learning can also be assessed on exams, which can be done either in the lecture hall or online.
How is learning assessed?
Assessment may be formative or summative in the courses. Formative, or continuous assessment, is an assessment for learning that guides the student to achieve the learning outcomes of the course. Formative assessment makes the progress of the learning process visible. Formative assessment includes feedback that supports learning.
Summative assessment is declaratory and focuses on the outcome of learning. It is typically, for example, a final assessment of a course or a final exam.
It is good to discuss the assessment criteria with students, for example by using an assessment matrix at the beginning of a course. The assessment criteria describe the level of competence on the assessment scale used. Clear assessment criteria increase the transparency, predictability, and equal treatment of students in learning and competence assessment.
Who will assess?
Both teachers and students may be involved in the implementation of the assessment. The learning assessment can be carried out by a teacher, by students as a peer or a self-assessment, or, for example, as an automatic assessment. Regardless of who implements it, the teacher is always responsible for learning assessment on a course.
For academic guidance and thesis evaluation, please contact your school's Learning services team.
Aligned assessment is based on the learning outcomes of the course as defined in the curriculum. The learning outcomes must be aligned with the assessment methods used, i.e. the achievement of the learning outcomes is assessed. The teaching and learning methods, the course workload, the learning outcomes, and the assessment criteria form an assessment wholeness that tells the student what is expected of the course.
The diversity of assessment means that assessment methods are used diversely and different parties are involved in the planning and implementing the assessment. Diverse assessment methods can include self-assessment, peer assessment, assessment by the teacher, stakeholder assessment, and even automated assessment. Diverse assessment methods can be combined into a wholeness that best supports the student in achieving the course learning outcomes. Assessment can also be anonymous.
In the degree programme, it is a good practice to discuss the use of different assessment methods as a wholeness, when the assessment can be planned and implemented diversely, taking the workload of the courses into account. In some cases, a different assessment method may be chosen to keep the workload of the student and teacher aligned with the course credits.
Continuous and interactive assessment with feedback guides the student's learning process and contributes to the achievement of the learning outcomes.
At its best, assessment is a continuous dialogue throughout the course, the teacher supports the student with continuous feedback that guides their learning.
Sustainable assessment supports the well-being of both the student and the teacher and considers the needs of diverse learners.
The assessment criteria make the assessment visible. This provides the basis for an equal and high-quality assessment.
Transparency of assessment means that the student is informed of the learning outcomes of the course or part of it to be assessed, as well as the assessment criteria and instructions used.
Clear criteria give the student a roadmap to develop and deepen their competency. The learning objectives, assessment criteria, and instructions are anchored in the course in such a way that it is easy for the student to see their studies as a predictable whole and to proceed systematically. The assessment matrix, which presents the assessment criteria of the course or its assessed study attainments, is a good practice that increases the transparency of the assessment.
Read detailed instructions: Aalto University General Regulations on Teaching and Studying (in force from 1 August 2021)
| Grades should be primarily stored on MyCourses . | Both MyCourses activities and external graded activities should be on MyCourses . |
| Course grading must be transparent to the other course teachers. | If you utilize certain grading formulas, they must be visible to other teachers, and grading files must be shared on a with other teachers. |
| Grading data must not be stored in a teacher's computer. | After uploading grading data back to MyCourses or to Sisu, the files with student data and grades must be deleted. |
| The criteria for assessment must be included in the course syllabus and communicated in the beginning of the course. | |
If you need help, contact Teacher Services or .
Digital, or online assessment enables flexibility in studies, and allows to reimagine assessment methods. Aalto has several digital assessment and online examination services: MyCourses assignments and activities, remotely proctored exams, EXAM, Turnitin and Safe Exam Browser (SEB). On this page, you will find brief descriptions of all our services, along with helpful links. These services are not only supported by the university, but they are also secure and adaptable to various situations.
Course feedback is a unique part of the feedback portfolio in Aalto University and it reaches students in all phases of their studies and is collected systematically throughout Aalto. Hearing the voice of students is vital for the development of teaching and education as well as for quality assurance and for improving study-related services. The course feedback tool can be found in MyCourses. Feedback is used on multiple levels in many ways and its utilisation is a special focus area at Aalto.
Sisu and MyCourses are core digital platforms that all teachers need in order to successfully manage their student information, course content and workflow, including assignments, learning materials, collaboration, student communication and assessments.
How do courses get their online workspace? All Aalto University courses are listed in Sisu, the student information system. MyCourses online workspaces are automatically generated based on the Sisu information for each course.
Our operations are based on high-quality research, education, impact, as well as shared values – responsibility, courage, and collaboration. The purpose of the university is to shape a sustainable future.
The Aalto University Code of Conduct is one way of putting our values and way of working — the foundation of our community culture — into practice
Aalto University’s curriculum design guidelines and schedule aims at supporting sustainable, future led degree programmes.
