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dc.date.accessioned2019-11-25T13:55:07Z
dc.date.available2019-11-25T13:55:07Z
dc.date.created2018-11-03T16:35:12Z
dc.date.issued2018
dc.identifier.citationRaaheim, Arild Mathiassen, Ketil Moen, Vegard Lona, Irene Gynnild, Vidar Bunæs, Bente Ringlund Hasle, Emil Trygve . Digital assessment – how does it challenge local practices and national law? A Norwegian case study. European Journal of Higher Education. 2018
dc.identifier.urihttp://hdl.handle.net/10852/70986
dc.description.abstractThe traditional exam has a strong holding within Norwegian higher education and is very often the preferred way of assessing students. Digital technology opens up for alternatives to the traditional exam, but so far focus has predominantly been on exchanging pen and paper with personal computers within the traditional framework. Digital alternatives may come in conflict with existing law governing teaching and assessment at university, as the law was written at a time when digital technology did not exist. We present data from a workshop in which 48 individuals from 11 institutions, academics as well as administration, were asked to identify and discuss challenges related to the introduction of digital alternatives. A case study strategy was considered appropriate as this gave us the opportunity to collect information from representatives from many universities and university colleges across Norway. Lack of knowledge about alternatives to the traditional exam, and lack of knowledge as to how digital technology may be used in assessing students were the kind of challenges most often mentioned. Assessment practices may be rooted in an assessment policy, but data from a survey (29% response rate) indicate that there is little awareness concerning this issue within Norwegian higher education institutions.en_US
dc.languageEN
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleDigital assessment – how does it challenge local practices and national law? A Norwegian case studyen_US
dc.title.alternativeENEngelskEnglishDigital assessment – how does it challenge local practices and national law? A Norwegian case study
dc.typeJournal articleen_US
dc.creator.authorRaaheim, Arild
dc.creator.authorMathiassen, Ketil
dc.creator.authorMoen, Vegard
dc.creator.authorLona, Irene
dc.creator.authorGynnild, Vidar
dc.creator.authorBunæs, Bente Ringlund
dc.creator.authorHasle, Emil Trygve
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1626614
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Journal of Higher Education&rft.volume=&rft.spage=&rft.date=2018
dc.identifier.jtitleEuropean Journal of Higher Education
dc.identifier.volume9
dc.identifier.issue2
dc.identifier.startpage219
dc.identifier.endpage231
dc.identifier.pagecount13
dc.identifier.doihttps://doi.org/10.1080/21568235.2018.1541420
dc.identifier.urnURN:NBN:no-74133
dc.type.documentTidsskriftartikkelen_US
dc.type.peerreviewedPeer reviewed
dc.source.issn2156-8235
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/70986/1/Digital%2Bassessment.pdf
dc.type.versionPublishedVersion


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