Session Information
19 SES 04, Learners' Perspectives of Performativity and Identity Construction (part 2)
Symposium, continued from 19 SES 03
Time:
2009-09-28
16:00-17:30
Room:
JUR, HS 17
Chair:
Bob Jeffrey
Discussant:
Patricia Thomson
Contribution
My case studies in upper secondary schools show (Borgnakke 2007) that when schools uses IT-based strategies for evaluation they are challenging both the traditional system and the progressive concepts of formative evaluation.
The analyses of the use of technology in the work of the IT-classes shows how easy both the course work and the final results can be the object for standardized tests. Different kinds of evaluation schemes, questionnaires, multiple choice questions and portfolios play an active role, for the students, in the learning process. The students carrying out project work, making portfolios or taking a test are being active.
But from the students’ perspectives evaluations are 'easy to go to' but the many different kinds of evaluation are a new part of the risk. This research shows that from the students perspective the whole scholastic culture contains too many evaluations and too many tests. The paper shows the evaluation demands, the risks faced and the students dilemma of control and (self) reflection. At the same time it is shown how the students create their own strategies to cope with the circumstances. And this strategy seems to be about creating a new common space for communication and learning, or creating what I in my analysis call the third learning space.
Method
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