نبذة مختصرة : Employing student-driven project work in a higher education setting challenges not only the way in which we understand students&rsquo
learning and how we define the expected learning outcomes, it also challenges our ways of assessing students&rsquo
learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students&rsquo
work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students&rsquo
work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students&rsquo
creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.
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