{"id":35,"date":"2017-11-06T15:45:26","date_gmt":"2017-11-06T14:45:26","guid":{"rendered":"https:\/\/www.kth.se\/blogs\/tel\/?p=35"},"modified":"2017-11-21T10:46:32","modified_gmt":"2017-11-21T09:46:32","slug":"students-experience-and-use-of-assessment","status":"publish","type":"post","link":"https:\/\/www.kth.se\/blogs\/tel\/2017\/11\/students-experience-and-use-of-assessment\/","title":{"rendered":"Students’ Experience and Use of Assessment"},"content":{"rendered":"

In this study, a phenomenographic research approached is used to categorize and capture students\u2019 experience of assessment in an online introductory programming course. The results showed five different levels in which the assessment was experienced, ordered in a hierarchy, where a lower level is part of the higher ones. The two lower levels, 1. Grading is important to the teacher and 2. Grading is important to the student, had a summative focus (focus on the grade), while the three higher levels,\u00a0 3. Assessment as guidance, 4. Assessment as an opportunity to learn and 5. Assessment as a way to communicate had a formative focus. The formative levels are viewed as more desirable since the assessment is of more use for the students and the value of the assessment goes beyond the grade. The paper was presented at the 2017 International Conference on Learning and Teaching in Computing and Engineering in Hong Kong and is available in the proceedings at http:\/\/ieeexplore.ieee.org\/document\/8064428\/?reload=true<\/a>.<\/p>\n

\"The
How the defined categories are related.<\/figcaption><\/figure>\n

P\u00e5 svenska: I denna studie anv\u00e4nds en fenomenografisk forskningsansats f\u00f6r att kategorisera och f\u00e5nga elevernas upplevelser av bed\u00f6mningsstuationerna i en online introduktionskurs i programmering. Resultaten visade fem olika niv\u00e5er som bed\u00f6mningen upplevdes p\u00e5, ordnade i en hierarki, d\u00e4r en l\u00e4gre niv\u00e5 \u00e4r en del av de h\u00f6gre. De tv\u00e5 l\u00e4gre niv\u00e5erna, 1. Betygs\u00e4ttningen \u00e4r viktigt f\u00f6r l\u00e4raren och 2. Betygs\u00e4ttningen \u00e4r viktigt f\u00f6r studenten, hade ett summativt fokus (fokus p\u00e5 betyget), medan de tre h\u00f6gre niv\u00e5erna, 3. Bed\u00f6mning som v\u00e4gledning, 4. Bed\u00f6mning som en m\u00f6jlighet att l\u00e4ra sig och 5. Bed\u00f6mning som ett s\u00e4tt att kommunicera hade ett formativt fokus. De formativa niv\u00e5erna ses som mer \u00f6nskv\u00e4rda eftersom bed\u00f6mningen d\u00e5 \u00e4r mer anv\u00e4ndbar f\u00f6r studenterna och v\u00e4rdet av bed\u00f6mningen g\u00e5r ut\u00f6ver betyget. Artikeln presenterades i Hongkong p\u00e5 2017 International Conference on Learning and Teaching in Computing and Engineering och finns tillg\u00e4ngligt p\u00e5 http:\/\/ieeexplore.ieee.org\/document\/8064428\/?reload=true<\/a>.<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

In this study, a phenomenographic research approached is used to categorize and capture students\u2019 experience of assessment in an online introductory programming course. The results showed five different levels in which the assessment was experienced, ordered in a hierarchy, where a lower level is part of the higher ones. The two lower levels, 1. Grading […]<\/p>\n","protected":false},"author":1114,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[35,4,10,3],"tags":[],"class_list":["post-35","post","type-post","status-publish","format-standard","hentry","category-assessment","category-higher-education","category-hogre-utbildning","category-online"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p8N4zp-z","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts\/35","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/users\/1114"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/comments?post=35"}],"version-history":[{"count":4,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts\/35\/revisions"}],"predecessor-version":[{"id":67,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts\/35\/revisions\/67"}],"wp:attachment":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/media?parent=35"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/categories?post=35"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/tags?post=35"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}