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ICT and formative assessment in the learning society
Umeå University, Faculty of Social Sciences, Department of Education.
2005 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In the 1930s and 1940s, less than one percent of the Swedish population were in higher education. By the beginning of 1990s this proportion had reached 2.4%. During the 1990s, however, a new economic current flowed in Swedish higher education. A period of general economic stringency brought the costs of higher education under scrutiny. Further expansion, therefore, was to be accompanied by a reduction of unit costs. A discourse of expansion was to be joined by discourse of efficiency. By the end of the 1990s, however, an efficiency discourse based on quality assurance was facing difficulties. The educational merits of the efficiency reforms were not easily discerned.

A new educational - or pedagogical - emphasis emerged. Quality and effectiveness were to be augmented via ‘quality enhancement processes’ and by ‘mobilising the inner resources’ of each institution. The emphasis of such thinking was on development of institutional practices that ‘best favour the development of activities’ that, in turn, lead to the ‘best long-term outcomes in teaching and research’.

For these reasons, the student body had entered a new world by the start of the third millennium. The proportion of traditional students was matched by the proportion of non-traditional students. These changes, demographic and economic, represented a challenge to policy-makers and practitioners in Swedish higher education. Was it possible to ‘mobilise inner resources’ to meet the challenge of this new body of students?

This thesis focuses on one of the responses to this challenge – the use of information and communication technologies (ICT) as an integral part of the pedagogics of higher education. Can ICT, therefore, become an add-in rather than an add-on to higher education. In particular, this thesis focuses not on teaching in general but, rather on an add-in issue; that is, can formative assessment be used as an integral support for learning. Five papers provide perspectives on this response; and the introduction sets the scene by identifying the key ideas that hold the studies together, reporting the development projects that were used to clarify these ideas; clarifying the events and ideas which governed the preparation of the five papers; and, finally, summarising the conclusions that arise from my research.

The landscape of learning, like the physical landscape, is constantly changing. But are these changes superficial? Are they the result of ideas and tools that merely till the surface of the learning landscape? Or do these tools contribute to shaping the new knowledge that is expected of the learning society? This thesis explores these overarching questions. It concludes that the distinction between ICT as add-on or as an add-in remains central to the organisation of formal education in Sweden.

Place, publisher, year, edition, pages
2005. , 136 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 77
Keyword [en]
Education, assessment, internet, ICT, learning, constructivism, formative assessment, constructivist assessment, feedback, examination, on-line, cybernetic, e-learning, learning society
Keyword [sv]
Pedagogik
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-477ISBN: 91-7305-828-9 (print)OAI: oai:DiVA.org:umu-477DiVA: diva2:143540
Public defence
2005-03-31, Stora hörsalen, KBC-huset, Umeå universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2005-03-16 Created: 2005-03-16 Last updated: 2010-02-19Bibliographically approved
List of papers
1. From distance education to on-line learning: Formative assessment in higher education.
Open this publication in new window or tab >>From distance education to on-line learning: Formative assessment in higher education.
2001 (English)In: Presented at the European Distance and E-learning Network 10th Anniversary Conference, Stockholm, June 2001Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-4428 (URN)
Available from: 2005-03-16 Created: 2005-03-16 Last updated: 2009-11-02Bibliographically approved
2. ICT, Assessment and the Learning Society.
Open this publication in new window or tab >>ICT, Assessment and the Learning Society.
2002 In: Presented at the European Conference on Educational Research, Lisbon, September 2002Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-4429 (URN)
Available from: 2005-03-16 Created: 2005-03-16Bibliographically approved
3. Examination och det lärande samhället
Open this publication in new window or tab >>Examination och det lärande samhället
2005 (Swedish)In: Journal of Research in Teacher Education/Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, 155-175 p.Article in journal (Refereed) Published
Abstract [sv]

Artikeln analyserar delar av den senaste utvecklingen inom testteorin och då särskilt den uppmärksamhet som examination som stöd för lärande fått av bland annat Wiliam, Torrance, Black, Shepard och Linn. Samtidigt uppmärksammas skillnaden mellan formativ och summativ examination, high stakes och low stakes testing och divergent och konvergent examination. Det finns olika uppfattningar om hur examinationen ska praktiseras vilket kan ha sin grund i vår syn på lärande. Frågan är om examinationen kan genomgå en förändring så att den mera fungerar som feedback och stöd för lärande än för kontroll och betygssättning?

Identifiers
urn:nbn:se:umu:diva-4430 (URN)
Available from: 2005-03-16 Created: 2005-03-16 Last updated: 2009-11-19Bibliographically approved
4. When performance is the product - problems in the analysis of online distance education
Open this publication in new window or tab >>When performance is the product - problems in the analysis of online distance education
Show others...
2004 (English)In: British Educational Research Journal, ISSN 0141-1926, Vol. 30, no 6, 841-854 p.Article in journal (Refereed) Published
Abstract [en]

This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.

Place, publisher, year, edition, pages
Routledge, Taylor & Francis Group, 2004
Identifiers
urn:nbn:se:umu:diva-4431 (URN)10.1080/0141192042000279530 (DOI)
Available from: 2005-03-16 Created: 2005-03-16 Last updated: 2010-03-12Bibliographically approved
5. Formative and Summative Assessment: a cybernetic viewpoint
Open this publication in new window or tab >>Formative and Summative Assessment: a cybernetic viewpoint
2005 In: Assessment in Education, Vol. 12, no 1, 7-20 p.Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-4432 (URN)
Available from: 2005-03-16 Created: 2005-03-16Bibliographically approved

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Roos, Bertil

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