Constructive alignment by portfolio exams for an advanced control master module

Abstract

The paper shows how the useful paradigm of constructive alignment can be applied in the design of higher education modules on control engineering. As learning outcomes in master programs probably involve all taxonomy levels, the examination process also needs more complexity than possible in written exams. How these constraints could be met by portfolio exams is shown by an example of a master module at an University of Applied Sciences. With the help of an internal matrix structure, it is possible to give feedback to the students during the term by competency graphs as visualizations. Moreover, this structure also allows to derive exam analytics by tensor decomposition methods.