Assessment in the digital divide: Teachers´ and pupils’ multimodal interaction
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Submitted
This study concerns assessment in the digital divide (Prensky, 2001) in Sweden’s most technologically advanced schools. It aims at studying interaction to understand assessment and to find how assessment can be didactically designed to recognise pupils´ learning. The study has a multimodal, design theoretical perspective on learning (Kress & Van Leeuwen, 2001, Selander, 2008b), which means that communicative modes are collected, transcribed and analysed. The results show that the subject design aims at an expert level, while formative assessment aims at a novice level (Lindström, 2002). Pupils are thus left without adequate guidance. Despite this, summative assessment aims at an expert level. As a conclusion, assessment should be designed exploratory (Quellmalz & Kozma, 2003) to encompass pupils’ new knowledge. Furthermore, assessment must embrace pupils´ signs of learning, in other modes than just text and speech, or much of what is learned will be ignored in the digital environment.
Place, publisher, year, edition, pages
Learning, digital learning resources, Social Science, multimodality
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-55307OAI: oai:DiVA.org:su-55307DiVA: diva2:402473