NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1170870
Record Type: Journal
Publication Date: 2018-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2324-805X
Contradictory Explorative Assessment. Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments
Kjällander, Susanne
Journal of Education and Training Studies, v6 n2 p133-148 Feb 2018
Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students' learning. With a multimodal, design theoretical perspective on learning teachers' and students' modes are documented and analysed. Illustrated in the article, is how the subject design aims at an expert level, while formative assessment aims at a novice level leaving students without adequate guidance. Despite this, summative assessment aims at an expert level and is at times contradictory. A concluding suggestion is that assessment in a digital learning environment can be designed exploratory to encompass students' new knowledge and to embrace their multimodal signs of learning, or much of what is learned will be ignored.
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden