When designing a new basic course in statistics for students in Environmental Engineering at Lund<br>University, our aim was that assessment should be an integral part of the course. We found that there<br>were several factors to be considered, such as how the assessment should be in line with the goals of<br>the course and with the teaching method. One piece of the assessment is a major project and we<br>discuss how we have organized it to give timely and constructive feedback to the students. In this<br>course, the students have their own personal computer available at each lesson and at the exam. This<br>opens up for new possibilities when assessing student learning but also create new problems. A<br>number of pros and cons of using computers at the exam are given.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education