VUE Diagram

The VUE Diagram shows which assessment methods are best suited for testing which types of learning objectives.


          Learning Objectives


Assessment Methods

Knowledge of theory, method and practice Understand-
ing and reflecting on theory, method and practice
Applying methods and tools Assessing problems and selecting models of solution Communi-cating and discussing academic issues Dealing with complex situations – in the context of studying or work Ability to indepen-
dently initiate collabora-
Taking responsi-bility for personal learning and develop-
MCQ and similar tests X (X)   (X)        
Written invigilated exam without aids (short or long) X (X) X          
Written invigilated exam with aids (short or long) X (X) X (X)   (X)    
Written paper (X) X X X   X   (X)
Portfolio   (X) (X) (X) (X) X X X
Logs  (X) X X     X (X) X
Internship report     X X   X X (X)
Oral exam/Viva without preparation** X (X) (X)          
Oral exam/Viva with preparation without aids** (X) X X          
Oral exam/Viva with preparation and aids**   X X (X)        
Student presentations (X) X X   X     X
Objective structured clinical exam     X (X)   (X)    
Practical test     X   (X)   (X)  
Active participation (X) X X (X) (X) (X) (X) (X)
Oral presentation based on synopsis   X X X        
Written paper with oral defence (X) X X X X X   (X)
Portfolio and oral exam (X) X X X (X) X   X
Project exam X X X X X X X X

* Written exams can take place at campus or at home.
** In these oral exams, students draw an examination question at the beginning of the exam.

Explanation for the diagram

Column headings - indicate the different learning objectives courses could aim to achieve for the students. The headings are from the Danish Qualifications Framework for Higher Education and are divided into three categories:

  • Knowledge - 'Knowledge of theory, method and practice' and 'Understanding and reflecting on theory, method and practice'
  • Skills - 'Applying methods and tools', 'Assessing problems and selecting models of solution' and 'communicating and discussing academic issues'
  • Competences - 'Dealing with complex situations – in the context of studying or work', 'Ability to independently initiate collaboration' and 'Taking responsibility for personal learning and development'.

The headings are a combination of bachelor and master levels, so the difference in degree in learning objectives is toned down to make a better overview.

Row headings - Written, Oral, Practical and Combined exam - are taken from the executive order on examinations for assessment at the university and the subheadings are examples of possible exams under the headings. The examples have been chosen so that they both show the continuum of possibilities for assessment methods under each heading and correspond to the available possibilities in the current STADS overview of assessment methods at SDU.

Crosses - indicate which assessment methods are most suitable for measuring the different learning objectives. There are both X and (X), the last ones indicate that the assessment method only to a certain extent measure the learning objective and that it will depend on the design of the exam questions and other circumstances.

The crosses derive from a general analysis of the assessment method in question, primarily concerning validity, reliability and backwash effect, and is therefore not be regarded as an unambiguous and causal relationship. We welcome any discussion of the relationship between learning objectives and assessment, that this diagram may cause.