This document outlines the assessment criteria for evaluating interdisciplinary teamwork reports on a scale from A to F. 1. Higher grades (A-B) require reflections on how individual competencies were used and maintained, roles within the group, and insights gained from interactions. The problem addressed must demonstrate contributions from different disciplines. 2. Middle grades (B-C) involve some knowledge of relevant theory and tools applied to progress the work, with some instances of generating insights described. The problem is connected to the assigned theme. 3. Lower grades (C-F) include inadequate or missing reflections, chronological summaries rather than analyses, and problems lacking clear description or evaluation. Little interdisciplinary collaboration or academic

1. Assessment criteria for Interdisciplinary Teamwork (EiT) Process report
Grade Prerequisites Group process
(percent) Situations Theory Reflections Activity
1. The students reflect on situations that highlight the academic competence of Accounts for how
the individual; they also reflect on how that competence was maintained and theory and process
Excellent used. tools (f. ex. the
A Situations that use of 2. The students reflect on the roles individual members usually take (leadership, group rules) were
highlight how relevant clarification of framework, progress in project work etc.) and the effect it has on consciously used in
the group theory. the individual and the teamwork. the project work.
(100 – 90) process has 3. The students reflect on how the team’s interaction has developed and how this
influenced the generates insight of one’s impact on others.
progress of the Accounts for
project work. instances where
B Some Reflections on this level are between grades A and C. relevant theory and
knowledge tools were applied
(90- 80) and use of to move forward
relevant with the work.
theory. 1. The students describe the individual’s academic competence. Instances where
C 2. The students point out which roles the individual member has in the team. some relevant
3. The students describe situations they think have generated insight into own theory or tools have
(80- 60) behaviour. been used are
mentioned.
1. The students describe the individual’s academic competence.
D Situations are Little 2. The students underline some differences in the individual contributions.
mentioned. knowledge 3. The students reflect in general terms about the situations where one is easily
(60-50) and use of affected, and describe how the teamwork has given general insight into their
relevant own behaviour.
Chronological theory. The students describe the team’s work and give a chronological account of the
E summary of process, what techniques they have used and some general understanding is
(50 -40) episodes. highlighted.
The report is a simple chronological description of the meetings that were held.
F Inadequate No Absence of reflection and understanding is often substantiated by statements like
summary of knowledge ”We had no conflicts and therefore nothing to write about”
episodes in the of relevant
team. theory
Written reports: The structure of the report, language and references can increase or lower the grade according to the grading scale above.

2. Assessment criteria for Interdisciplinary Teamwork (EiT) Project report
Grade Interdisciplinary Written report
(percent)
The problem has a foundation in the village theme, and this is displayed in the
A introduction and discussion.
The problem is clearly described in the introduction and evaluated in the discussion.
(100-90) The group has shown a truly interactive effort Relevant literature is referred to.
and contributions from the disciplines involved It is clearly stated how and why the methods were used.
in finding a solution to the interdisciplinary The result is thoroughly presented and discussed.
problem. The results that are benefit to society are discussed and there is a proposal about how
the work can be pursued.
B Reports on this level are between grades A and C.
(90-80)
The problem is connected to the village theme.
C The group has partially shown an interactive The problem and the objective are described and discussed.
effort and contributions from the disciplines Some relevant literature is used.
(80-60) involved in finding a solution to the Relevant methods are used.
interdisciplinary problem. The result is presented and discussed.
D Reports on this level are between grades C and E.
(60-50) The group has to some extent used their
academic competence to solve the problem, The assignment is related to the village theme
E but shown no interactive contribution. There are no real problems or objectives.
Almost no relevant literature is used.
(50-40) Some methods are used.
Some results are presented.
F An evident lack of relevant academic A lack of structure and content.
knowledge.
In addition each village has specific guidelines for the project work and the layout of the project report.