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Designing for the unknown: Didactical design for process-based assessment in technology-rich learning environments
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).ORCID iD: 0000-0001-8670-9958
2012 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Designa för det okända : Didaktisk design för processbaserad bedömning i teknikrika lärandemiljöer (Swedish)
Abstract [en]

This thesis is based on a study of the development of education through theinnovative use of process-based assessment in technology-rich learningenvironments in teacher and nurse education. The study of process-basedassessment addresses the aim of creating a better understanding of the shiftin emphasis from teaching to learning with regard to theory and practice.The research questions address the use of process-based assessment, andhow the social relationships and issues of content can be understood intechnology-rich learning environments. A methodological approachinvolving design-based research was found to be especially applicable. Thestudy was designed in three iterative didactical design cycles for processbasedassessment in which the first and third cycles were analysed. Theempirical material comprises qualitative semi-structured interviews withteachers and students and questionnaires with students. The empiricalmaterial was analysed through inductive thematic analysis. The theoreticalanalyses in the comprising articles are mainly based on Bernstein’stheoretical framework for studying social relationships through concepts ofsymbolic power and control. For understanding change, with regard to theshift in emphasis from teaching to learning, the analysis is taken to a metalevelby applying Bernstein’s concept of pedagogical device.The results outline the shift in emphasis from teaching to learning fromboth a theoretical and practice perspective. Theoretically, the shift inemphasis from teaching to learning is based upon a shift in symbolic powerand control for teachers. In practice, the shift of symbolic power and controlbetween the teacher, student and content outline considerable overlapsbetween teacher-student, teacher-content and student-content. The overlapshighlight the empirical contribution in this thesis through the concept of“process” that is understood as a negotiation between teacher-student,teacher-content and student-content. The weakening symbolic powerrelationship made a multi-dimensional analysis of the teacher-studentcontentrelationship possible. Theoretically, the shift of symbolic poweroutlines a process of recontextualisation of a new discourse for teaching,learning and assessment. The multi-dimensional analysis highlights thetheoretical contributions to understanding the concept of discourse fromBernstein’s perspective through which the content and context create thediscourse. For practice, process-based assessment frames the notion ofdesigning for the unknown. Designing for the unknown is considered as aframework based upon a set of rules through which teachers and studentsadapt to a problematising approach in teaching, learning and assessment

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2012. , 73 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 46
Keyword [en]
Process-based assessment, didactical design, technology, power, control, teacher, student, relationship, content, higher education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-54035ISBN: 978-91-7459-386-0 (print)OAI: oai:DiVA.org:umu-54035DiVA: diva2:516108
Public defence
2012-05-11, Hörsal E, Humanisthuset, Umeå Universitet, Umeå, 13:00 (English)
Opponent
Supervisors
Available from: 2012-04-20 Created: 2012-04-12 Last updated: 2013-10-30Bibliographically approved
List of papers
1. Process diaries: formative and summative assessment in e-learning courses
Open this publication in new window or tab >>Process diaries: formative and summative assessment in e-learning courses
2007 (English)In: Advanced Principles of Effective e-learning / [ed] Nicole A. Buzzetto-More, Santa Rosa: Informing Science Press , 2007, 21- p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
Santa Rosa: Informing Science Press, 2007
Keyword
e-learning, assessment
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-6388 (URN)1-932886-02-8 (ISBN)
Available from: 2007-12-10 Created: 2007-12-10 Last updated: 2013-10-30Bibliographically approved
2. Process-based assessment for professional learning in higher education: perspectives on the student-teacher relationship
Open this publication in new window or tab >>Process-based assessment for professional learning in higher education: perspectives on the student-teacher relationship
2010 (English)In: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 11, no 2, 33-48 p.Article in journal (Refereed) Published
Abstract [en]

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

Place, publisher, year, edition, pages
Athabasca University, 2010
Keyword
Process-based assessment, power relations, learning process, assessment process, teacher direction
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-38318 (URN)000290993300004 ()
Available from: 2010-12-06 Created: 2010-12-06 Last updated: 2015-10-09Bibliographically approved
3. Shifting the emphasis from teaching to learning: process-based assessment in nurse education
Open this publication in new window or tab >>Shifting the emphasis from teaching to learning: process-based assessment in nurse education
2011 (English)In: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 12, no 5, 108-124 p.Article in journal (Refereed) Published
Abstract [en]

Shifting from an emphasis on teaching to learning is a complex task for both teachers andstudents. This paper reports on a qualitative study of teachers in a nurse specialist educationprogramme meeting this shift in a distance education course. The study aimed togain a better understanding of the teacher-student relationship by addressing researchquestions in relation to the students’ role, the learning process, and the assessment process.A didactical design comprising three phases focusing on distinct learning outcomesfor the course was adopted. Data were collected through in-depth interviews with teachersand were analysed using inductive thematic analysis. The results indicate a shift towardsa problematising and holistic approach to teaching, learning, and assessment. This shifthighlighted a teacher-student relationship with a shared responsibility in the orchestrationof the learning experience. The overall picture outlines a distance education experience ofprocess-based assessment characterised by the imposition of teachers’ rules and a lack ofcreativity due to the limited role of ICT merely as a container of content.

Place, publisher, year, edition, pages
Athabasca, Canada: Athabasca University Press, 2011
Keyword
Distance education, higher education, e-learning
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-54032 (URN)10.19173/irrodl.v12i5.957 (DOI)000297792100009 ()
Available from: 2012-04-12 Created: 2012-04-12 Last updated: 2017-12-07Bibliographically approved
4. Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment
Open this publication in new window or tab >>Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment
2013 (English)In: Transformative Dialogues, ISSN 1918-0853, Vol. 6, no 3Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a 'satellite' study centre in a distant rural area used digital personal development planning (PDP) as a means to bridge the distance. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions of the students' previous knowledge, reflections and learning. Data were collected through in-depth interviews and a student questionnaire. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship within this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.

Place, publisher, year, edition, pages
Kwantlen Polytechnic University, 2013
Keyword
teacher education, ICT, process-based assessment, professional development planning
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-54033 (URN)
Available from: 2012-04-12 Created: 2012-04-12 Last updated: 2013-11-05Bibliographically approved

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