Skip to main content
placeholder image

Transforming assessments into the digital domain

Chapter


Abstract


  • Transforming assessments from paper-based to digital formats is often considered as unproblematic as mere repurposing. The idea presented in this chapter is that assessments need to be transformed into the digital domain. The approach that is used here is communicative; assessments are considered as completed acts of communication. If the overall global rhetorical organization, also known as genre, of the assessment is understood, then the transformation of the assessment into the digital domain is likely to be successful for both teachers and students.

    This chapter describes how assessments can be considered from the perspective of genre, how to conduct a generic analysis an existing assessments, and why it is necessary to consider and analyze all the other related texts like marking rubrics, ethics clearances, and the like that contribute to a sufficient and complete assessment. The implications of using genre as a design practice to rework and improve the assessment in the digital domain are also considered. An authentic assessment for an introductory first year undergraduate information systems subject is used to exemplify both generic analysis and design in transforming assessments into the digital domain.

Publication Date


  • 2015

Citation


  • Clarke, R. J. (2015). Transforming assessments into the digital domain. In Y. Zhang (Eds.), Handbook of Mobile Teaching and Learning (pp. 787-809). Heidelberg, Germany: Springer.

International Standard Book Number (isbn) 13


  • 9783642541452

Scopus Eid


  • 2-s2.0-84961342941

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/795

Book Title


  • Handbook of Mobile Teaching and Learning

Start Page


  • 787

End Page


  • 809

Place Of Publication


  • Heidelberg, Germany

Abstract


  • Transforming assessments from paper-based to digital formats is often considered as unproblematic as mere repurposing. The idea presented in this chapter is that assessments need to be transformed into the digital domain. The approach that is used here is communicative; assessments are considered as completed acts of communication. If the overall global rhetorical organization, also known as genre, of the assessment is understood, then the transformation of the assessment into the digital domain is likely to be successful for both teachers and students.

    This chapter describes how assessments can be considered from the perspective of genre, how to conduct a generic analysis an existing assessments, and why it is necessary to consider and analyze all the other related texts like marking rubrics, ethics clearances, and the like that contribute to a sufficient and complete assessment. The implications of using genre as a design practice to rework and improve the assessment in the digital domain are also considered. An authentic assessment for an introductory first year undergraduate information systems subject is used to exemplify both generic analysis and design in transforming assessments into the digital domain.

Publication Date


  • 2015

Citation


  • Clarke, R. J. (2015). Transforming assessments into the digital domain. In Y. Zhang (Eds.), Handbook of Mobile Teaching and Learning (pp. 787-809). Heidelberg, Germany: Springer.

International Standard Book Number (isbn) 13


  • 9783642541452

Scopus Eid


  • 2-s2.0-84961342941

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/795

Book Title


  • Handbook of Mobile Teaching and Learning

Start Page


  • 787

End Page


  • 809

Place Of Publication


  • Heidelberg, Germany