Digitalisation of Examination Formats in Higher Education – Corona-related Changes

Publikation: Beitrag in Buch/Konferenzbericht/Sammelband/GutachtenBeitrag in Buch/Sammelband/GutachtenBeigetragenBegutachtung

Abstract

A central element of any effective teaching and learning strategy is assessment. Closely related to evaluations of learning results is the constant challenge on the part of higher education teachers to develop assessment strategies aligned to the intended learning outcomes. The Corona-induced wave of digitation in higher education in spring 2020 opened up new forms of assessment and assessment approaches which are closely related to changing teaching and learning methods. The aim of the study is to explore how digital examination realisation differs from those in presence. In order to make distinctions in the areas of examination formats, design and strategies for examination implementation, guided interviews with 12 university lecturers at the University of Graz were conducted. Additionally, 14 examination forms from face-to-face and online teaching were analyzed. The results show that examination strategies as well as examination formats are strongly dependent on the size of the course and need to be adapted to the given framework conditions. Online examinations, comprehension and transfer questions as well as open-book examinations are increasingly used to counteract the reduced control in the online setting.
Titel in Übersetzung
Digitalisierung von Prüfungsformaten im Hochschulbereich - coronabedingte Veränderungen in universitären Prüfungsabläufen

Details

OriginalspracheEnglisch
TitelStudent Assessment in Digital and Hybrid Learning Environments
Redakteure/-innenSandra Hummel, Mana-Teresa Donner
ErscheinungsortWiesbaden
Herausgeber (Verlag)SPRINGER VS/SPRINGER FACHMEDIEN
Kapitel5
Seiten86 - 107
Seitenumfang21
Auflage1. Auflage
ISBN (elektronisch)978-3-658-42253-0
ISBN (Print)978-3-658-42252-3
PublikationsstatusVeröffentlicht - Dez. 2023
Peer-Review-StatusJa

Publikationsreihe

ReiheDoing Higher Education
ISSN2524-6380

Externe IDs

ORCID /0000-0002-9694-5150/work/148607076
ORCID /0000-0001-5272-9811/work/148607164