MAIKT-EA Vurdering med digitale verktøy Emneplan

Through work with the literature, the course work and engaging in different forms of feedback, the student should be able to evaluate, choose and design methods for electronic assessment that are adapted to the group of students and content at hand.

A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has advanced knowledge about theories on assessment and evaluation, including summative and formative methods for assessment
• has thorough knowledge on methods for self assessment, peer assessment and teacher-student-assessment
• has advanced knowledge of the role of technology in assessment

Skills

The student

• can use and design methods for e-assessment that are adapted to the group of students and content at hand
• can analyse and deal critically with various sources of information on e-assessment
• can analyse existing theories and methods to identify problems and challenges within e-assessment

General competence

The student

• can analyse relevant assessment problems academically
• can apply the achieved knowledge and skills in the use of e-assessment
• can communicate experiences, academic findings, and challenges within the field of e-assessment

The course is totally internet-based. The course may be taught in English if English speaking students attend. Literature will be presented and discussed by students in a chosen digital platform. Students are supposed to take active part in these discussions. Theories from the literature are to be applied in students’ evaluation of technologies and methods of assessment.

See general rules in the programme plan. The purpose of the first two requirements is for the students to become familiar with the course literature and to practice academic communication. The purpose of the last two requirements is for the students to become familiar with relevant assessment technology and it´s practical and pedagogical use. Students must have the following course requirements approved before examination:

1. Present at least one paper from the list of literature for the peer students through a chosen medium (i.e. text, audio, video). Length: appr. 750 words +/- 10 % / 10 minutes
2. Comment on at least two of the other literature presentations. Length: appr. 150 words +/- 10 % / 5 minutes
3. In a group, make an overview of technology for assessment and its supposed application. Length of group presentation: appr. 1000 words +/- 10 % / 10 minutes
4. Plan and discuss one assessment session for a given case, related to the course literature. Length of presentation: appr. 750 words +/- 10 % / 10 minutes

These tasks should be documented in a portfolio for each student.

The students will be assessed according to a digital portfolio consisting of two elements:

1. Presentation of a revised version of one of the course work requirements 1, 2 or 4, including your own comments on strengths and weaknesses. Length of presentation varies according to the chosen course work requirement (see above).
2. A scientific text (about 2250 words +/- 10 %) discussing a self-defined research question within the field of e-assessment. The essay should employ at least two of the theoretical approaches presented in this course literature, and discuss the research questions according to these approaches.

New/postponed exam will be organized in the same way as the ordinary exam. If a student fails a revised version of the portfolio can be submitted.

Examination support material is permitted.

Fagfordypningen i profesjonsrettet pedagogikk består av to emner à 15 studiepoeng: Fagfordypning i profesjonsrettet pedagogikk 1 og Fagfordypning i profesjonsrettet pedagogikk 2.

Grunnskolen skal skape læringssituasjoner på ulike arenaer som gir alle elever mulighet til utvikling og læring ut fra egne forutsetninger. Norske klasserom reflekterer et samfunn i rask endring som er preget av mangfold både ut fra sosioøkonomisk bakgrunn, kultur, språk, kjønn, og funksjonalitet. For å imøtekomme den enkelte elevs ulike forutsetninger i skolens mangfold kreves det at læreren utvikler relevant kompetanse individuelt og i skolens profesjonsfellesskap, med hensyn til arbeid i klasserommet og samarbeid med hjemmet.

Fagfordypning i profesjonsrettet pedagogikk tematiserer muligheter og utfordringer, i klasserommet, med særlig vekt på utvikle strategier for å støtte elevenes læring og utvikling faglig og sosialt. I tillegg er sentrale tema i fordypningen knyttet til utvikling av lærerens endringskompetanse og evne til å samarbeide internt i profesjonsfellesskapet og med andre relevante profesjoner.

The portfolio will be evaluated by an internal and external examiner.