Assessing for Higher-Order Thinking Skills: An international study of university teachers' perception of developing e-assessment that fosters higher level outcomes
Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
The present study researches teachers’ perceptions of designing e-assessment aimed at developing higher-order thinking skills within higher education. Moreover, the study is framed within a sociocultural framework and special attention has been given to collaborative learning as an assessment activity. Six semi-structured interviews have been carried out with teachers working within higher e-learning. The study takes an international approach to e-learning and thus, the participants come from various locations around the world. The main findings of this study indicate that the participating teachers believe it possible to develop e-assessment that support higher-order thinking skills. Collaborative learning was perceived as beneficial for the purpose of developing these skills. However, due to lack of interaction imbedded within the course structure in the universities in which the teachers were employed, most of them found it challenging to design e-assessment that develop higher-order thinking skills.
Place, publisher, year, edition, pages
Bloom´s taxonomy, collaborative learning, formative assessment, higher-order thinking skills, sociocultural theory
Social Sciences Pedagogy
IdentifiersURN: urn:nbn:se:umu:diva-132444OAI: oai:DiVA.org:umu-132444DiVA: diva2:1081464
Subject / course