Electronic exams in the washing maschine of the pedagogy

Satu Hakanurmi

John Dewey

• Näki koulun pienoisyhteiskuntana, jossa opittiin mielekkään työskentelyn kautta. Näin koulusta tuli paikka, jossa opittiin elämää varten (Dewey 1943, 18.) Opetuksen lähtökohtana olivat lapsen neljä perusviettymystä, jotka ovat sosiaalinen viettymys, joka ilmenee keskustelussa ja viestinässä, viettymys tutkimiseen ja keksimiseen, viettymys tekemiseen ja rakentamiseen sekä viettymys taiteelliseen ilmaisuun. (Dewey 1943, 43-47.) Opetuksen eheyttämiseen Deweyllä oli selkeä ohje: ”Asettakaa koulu yhteyteen elämän kanssa, niin kaikki oppiaineet joutuvat pakostakin vuorovaikutukseen keskenään.” (Dewey 1943, 91.)

https://fi.wikipedia.org/wiki/John_Dewey

Electronic exam

Smart boardComplex world

Authentic tasksReal world problems

Individual Social interaction and shared knogledgein professional development

Opetusteknologian kaksi suuntaa: pedagogiikkaauusintava tai uudistava?

Artificial

simulations

Virtual Reality

Digital jump 1: flexibility

Digital jump 2: from testing event to a learning experience

Digital jump 3: New evaluation/learning forms based on digital solutions

Koulutuspolitiikka

http://www.minedu.fi/osaaminenjakoulutus/korkeakoulutus/oppimisymparistot/index.html

http://www.minedu.fi/osaaminenjakoulutus/korkeakoulutus/opiskelu/index.html

Tentti oppimistilanteeksi

Exams in the electronic exam system (University of Helsinki)

• Jan 2007-March 2015 there were in total 3 335 taken exams in the electronic exam system, for which teachers provided 1 670 times feedback (50 %)

• The lengths of the provided feedback varied noticeably, from a couple of words to nearly two pages of text

• Typically the feedback texts were short; ¾ of the provided feedbacks were shorter than 266 characters

• Most teachers wrote short texts, some teachers provided their students with thorough feedback with at least 1 500 characters

Rytkönen, A. 2015. Enhancing feedback through electronic examininghttps://helda.helsinki.fi/bitstream/handle/10138/160202/EduLearn2015_Rytkonen.pdf?sequence=1

Quality of the feedback

• (D) Descriptive comments on the student’s response included as well positive as critical phrases, either referring to answers in common, such as ”excellent/good/short-spoken/weak answers” and ”I enjoyed reading your answers”, to the whole, such as ”good work!” or to specific questions, such as ”your discussion on the question XX was short-spoken”

• (I) Instructions and suggestions on the required contents included moder answers, corrections on misconceptions, and phrases which combined this element with descriptive comments, such as ”Otherwise good answers, but misunderstanding on XX, see book chapter 1-2”.

Quality of the feedback

• (M) Meta-information included phrases which did not refer to the response, but instead to the course context. Teachers shared the the course grade scale, informed about the grade being submitted to the study register and provided recommendations for future courses or studies. As the system included only one text field for all information, this type of use can be considered intuitive, though ”creative misuse”, but on the other hand this show the lack of another, more meaningful system for these needs. Additionally, this element included email-type phrases such as ”Hi”s and ”Dear”s in the beginning, and ”Regards”, ”Have a nice summer/spring/autumn” and ”Happy holidays” at the end of the message.

Sähköisen tentin eri muodot

SAME TIME – DIFFERENT PLACE

• Online exams (Moodle exam)

SaSAME TIME – SAME PLACE

• Bring Your Own Device exams

DIFFERENT TIME – SAME PLACE

DIFFERENT TIME – DIFFERENT PLACE

• Online assignments (essays)

• Electronic exam room exams

From feedback to feedforward

• Diagnostic (to support studying according flipped learning)• Formative (in use in language education)• Summative (when needed)

LEARNING NEED AND SUITABLE DIGITAL MEDIA

KNOWLEDGE LEVEL AND LEARNING GOAL

NATURE AND SUBSTANCE OF KNOWLEDGE

TYPE OF KNOWLEDGE OF LEARNING CONTENT

EXAMPLE OF MODE WHICH SUPPORTS LEARNING

1. KnowsUnderstandsApplies

Ready and existent knowledge, basic information produced by others

Mainly theoretical and unambiguous

Self-study courses

2. AnalyzeSynthesizeEvaluate

New and self-generated knowledge, specialist know-how

Mainly creative information production and development of the new

Virtual work and discussion groups

3. Metacognitive and to learn readiness for learning

Assessment of one’s own activities, tutoring, and development

Development of operations and working modes

Blended education (blended learning)

Teaching?

• What do you do when you teach?• Can you now teach the way you want or does evaluation guide and

control your work too much?

• If evaluation (exams and esseys) would be automaticly evaluated what would you do as a teacher??

Yliopistollinen riitti

Image 10/2016