University teachers' design of digital examination – representations and perceptions

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Svärdemo Åberg, Eva,1968-Stockholms universitet,Institutionen för pedagogik och didaktik (författare)

University teachers' design of digital examination – representations and perceptions

Artikel/kapitelEngelska2023

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2023
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LIBRIS-ID:oai:DiVA.org:su-228914
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-228914URI

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Språk:engelska
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The aim of this on-going practice-based study is partly to explore university teachers' design of digital examinations at five faculties in higher education, and partly to explore university teachers' perspectives on and perceived experiences of varied examination forms, question constructions, assessment and rating practices. This study is framed by theories of disciplinary literacies and assessment (Gee, 1991; Krathwohl, 2002) and by social semiotic multimodal perspective on meaning making (Kress, 2010; Björklund Boistrup & Selander, 2022). The method is qualitative and data is narrowed into two sub-studies; the first sub-study regards digital examinations such as constructions of closed-book exams, project work (open-book and open-web) as well as adaptive tests or other AI-related assignments. This sub-study enables to elucidate how and with what variety of assessment tasks are multimodally designed in courses within and between different educational programs and between faculties. The research questions concern what types of knowledge and cognitive processes are demanded and what potentials (affordances) for students' meaning-making are realised in the design of digital examinations. Data in the first sub-study comprise multimodal texts, which will be derived from various digital examinations. These texts will be analysed multimodally based on the notions of design, affordance and knowledge representation (Björklund Boistrup & Selander, 2022). Knowledge taxonomies such as Krathwohl, 2002 will be used to draw attention to potentials for students to represent different aspects of knowledge. In the second sub-study, interviews with university teachers are conducted. The data collection takes place at two universities in Sweden at five faculties: law, social sciences, natural sciences, humanistic and medical faculties. The results of assessment tasks form the basis for interview analysis, by allowing teachers to reflect upon their own digital examinations, experiences of opportunities and challenges in designing digital examinations. In the result, we will address how digital examinations integrate aspects of digital multimodal texts and how they are perceived by university teachers within various faculties in Sweden. Hence, this study will discern similarities and differences in experiences between teachers, subjects and faculties.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
Assessment
digital examination
higher education
knowledge representation
multimodal text

Biuppslag (personer, institutioner, konferenser, titlar ...)

Edman-Stålbrandt, Eva,1958-Stockholms universitet,Institutionen för pedagogik och didaktik(Swepub:su)evaedm (författare)
Wiik, Anna (författare)
Stockholms universitetInstitutionen för pedagogik och didaktik (creator_code:org_t)

Sammanhörande titlar

Ingår i:Designing Futures, The 11th International Conference on Multimodality (ICOM11), s. 124-125

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https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-228914

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Av författaren/redakt...: Svärdemo Åberg, ...; Edman-Stålbrandt ...; Wiik, Anna

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SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Pedagogik

Artiklar i publikationen: Designing Future ...

Av lärosätet: Stockholms universitet

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