Pre-service teachers’ experiences with a digital examination design: The inter-relation between continuity and change in an institutional context
DOI:
https://doi.org/10.5617/adno.6864Keywords:
Exams, Higher education, Teacher education, Video, Digital examAbstract
Abstract
This article reports a study of a full-scale digital examination in a five-year master program of teacher education in Norway. The innovative design involves observing a video case based on an authentic classroom situation and analysing the case in light of educational theory and subject content knowledge. All parts of this format are to be solved on a computer with Internet access. The study is centred on the pre-service teachers’ experiences of this open-ended and unfamiliar testing format. More specifically, the intention has been to analyse (a) what kinds of preparations they engaged in; (b) how they solved tasks during the examination; (c) their reflections on this mode of examination. Interviews with 11 informants have been conducted, and the content is summarized in three selected cases, and finally across the interview sample. The results indicate that innovations like this are interpreted and approached against the background of pre-service teachers’ expectations, and the open format engaged the pre-service teachers to draw upon a wide range of resources both when preparing and solving the tasks. It is, however, timely to question whether the introduction of the examination format, based on faculty interest and intentions, will have the intended impact on evaluation procedures in an established learning culture.
Keywords: digital examinations, Higher education, teacher education, video,
Lærerstudenters erfaringer med et digitalisert eksaminasjons-design: Den gjensidige relasjonen mellom kontinuitet og forandring i en institusjonell kontekst
Sammendrag
I denne artikkelen rapporteres en studie av en fullskala digital eksamen som har blitt benyttet i et femårig masterprogram i norsk lærerutdanning. Det innovative designet er en firetimers nettbasert og digital eksamen basert på observasjon av en video case fra en autentisk klasseromssituasjon, og en analyse på bakgrunn av pedagogisk og fagdidaktisk teori. Hele eksamenen besvares via en datamaskin med nettilgang. Studien er rettet mot studentenes erfaringer med denne åpne og ukjente eksamensformen. Mer spesifikt er intensjonen å analysere a) hva slags forberedelser de gjorde, b) hvordan de løste eksamensoppgavene under selve eksamen, og c) refleksjonene de hadde etter en slik eksamensform. Intervjuer med elleve informanter ble gjennomført, og innholdet oppsummert i tre case-studier samt en tematisk studie på tvers av utvalget. Resultatene tyder på at slike innovasjoner blir tolket og bearbeidet på bakgrunn av studentenes forventninger, og at de benyttet en rekke ulike ressurser for forberedelsene til og gjennomføringen av eksamen. Det er imidlertid betimelig å stille spørsmål om innføringen av et slikt eksamensformat, basert på fakultetets interesser og intensjoner, vil ha den ønskede påvirkningen på vurderingsprosedyrer i en etablert læringskultur
Nøkkelord: eksamen, høyere utdanning, lærerutdanning, video, digital eksamen
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.