Pros and cons of electronic exams. How do we really change the direction in the use of educational technology?

1. Electronic exams in the
washing maschine of the pedagogy
Satu Hakanurmi

2. John Dewey
• Näki koulun pienoisyhteiskuntana, jossa opittiin mielekkään
työskentelyn kautta. Näin koulusta tuli paikka, jossa opittiin elämää
varten (Dewey 1943, 18.) Opetuksen lähtökohtana olivat lapsen neljä
perusviettymystä, jotka ovat sosiaalinen viettymys, joka ilmenee
keskustelussa ja viestinässä, viettymys tutkimiseen ja
keksimiseen, viettymys tekemiseen ja rakentamiseen sekä
viettymys taiteelliseen ilmaisuun. (Dewey 1943, 43-47.)
Opetuksen eheyttämiseen Deweyllä oli selkeä ohje: ”Asettakaa
koulu yhteyteen elämän kanssa, niin kaikki oppiaineet joutuvat
pakostakin vuorovaikutukseen keskenään.” (Dewey 1943, 91.)
https://fi.wikipedia.org/wiki/John_Dewey

3. Electronic exam
Smart board
Complex world
Authentic tasks
Real world problems
Individual Social interaction
and shared knogledge
in professional development
Opetusteknologian kaksi suuntaa: pedagogiikkaa
uusintava tai uudistava?
Artificial

4. Digital jump 1: flexibility
Digital jump 2: from testing event to
a learning experience
Digital jump 3:
New evaluation/learning
forms based on
digital solutions

5. Koulutuspolitiikka

6. http://www.minedu.fi/osaaminenjakoulutus/korkeakoulutus/oppimisymparistot/index.html

7. http://www.minedu.fi/osaaminenjakoulutus/korkeakoulutus/opiskelu/index.html

8. Tentti oppimistilanteeksi

9. Exams in the electronic exam system
(University of Helsinki)
• Jan 2007-March 2015 there were in total 3 335 taken exams in the
electronic exam system, for which teachers provided 1 670 times
feedback (50 %)
• The lengths of the provided feedback varied noticeably, from a
couple of words to nearly two pages of text
• Typically the feedback texts were short; ¾ of the provided feedbacks
were shorter than 266 characters
• Most teachers wrote short texts, some teachers provided their
students with thorough feedback with at least 1 500 characters
Rytkönen, A. 2015. Enhancing feedback through electronic examining
https://helda.helsinki.fi/bitstream/handle/10138/160202/EduLearn2015_Rytkonen.pdf?sequence=1

10. Quality of the feedback
• (D) Descriptive comments on the student’s response included as
well positive as critical phrases, either referring to answers in
common, such as ”excellent/good/short-spoken/weak answers” and
”I enjoyed reading your answers”, to the whole, such as ”good work!”
or to specific questions, such as ”your discussion on the question XX
was short-spoken”
• (I) Instructions and suggestions on the required contents
included moder answers, corrections on misconceptions, and
phrases which combined this element with descriptive comments,
such as ”Otherwise good answers, but misunderstanding on XX, see
book chapter 1-2”.

11. Quality of the feedback
• (M) Meta-information included phrases which did not refer to the
response, but instead to the course context. Teachers shared the the
course grade scale, informed about the grade being submitted to the
study register and provided recommendations for future courses or
studies. As the system included only one text field for all information,
this type of use can be considered intuitive, though ”creative
misuse”, but on the other hand this show the lack of another, more
meaningful system for these needs. Additionally, this element
included email-type phrases such as ”Hi”s and ”Dear”s in the
beginning, and ”Regards”, ”Have a nice summer/spring/autumn” and
”Happy holidays” at the end of the message.

12. Sähköisen tentin eri muodot

13. SAME TIME – DIFFERENT PLACE
• Online exams (Moodle exam)
SaSAME TIME – SAME PLACE
• Bring Your Own Device exams
DIFFERENT TIME –
SAME PLACE
DIFFERENT TIME – DIFFERENT PLACE
• Online assignments (essays)
• Electronic exam room exams

14. From feedback to feedforward
• Diagnostic (to support studying according flipped learning)
• Formative (in use in language education)
• Summative (when needed)

17. LEARNING NEED AND
SUITABLE DIGITAL MEDIA
KNOWLEDGE
LEVEL AND
LEARNING GOAL
NATURE AND
SUBSTANCE OF
KNOWLEDGE
TYPE OF
KNOWLEDGE OF
LEARNING
CONTENT
EXAMPLE OF
MODE WHICH
SUPPORTS
LEARNING
1. Knows
Understands
Applies
Ready and
existent
knowledge, basic
information
produced by
others
Mainly
theoretical and
unambiguous
Self-study
courses
2. Analyze
Synthesize
Evaluate
New and self-
generated
knowledge,
specialist know-
how
Mainly creative
information
production and
development of
the new
Virtual work and
discussion
groups
3.
Metacognitive
and to learn
Assessment of
one’s own
activities,
Development of
operations and
working modes
Blended
education
(blended

18. Teaching?
• What do you do when you teach?
• Can you now teach the way you want or does evaluation guide and
control your work too much?
• If evaluation (exams and esseys) would be automaticly evaluated
what would you do as a teacher??

19. Yliopistollinen riitti

20. Image 10/2016