Digitale Prüfungsformate
Zum Wandel von Prüfungskultur und Prüfungspraxis in modularisierten Studiengängen
Heinz Wollersheim und Jan Schminder
Diese Publikation zitieren
Heinz Wollersheim, Jan Schminder, Digitale Prüfungsformate (2011), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2011 #03, S.363
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Beschreibung / Abstract
Zusammenfassung: Die neue Diskussion um standardisierte IT-gestützte Prüfungen an Hochschulen verweist auf grundsätzliche Fragen des Zusammenhangs von Lehre und Prüfung. In der Logik des Bologna-Prozesses liegt die Orientierung der Prüfung an einem in Kompetenzen beschriebenen Absolventenprofil. Vergleichend wird die Entwicklung im medizinischen Bereich herangezogen, wo die zu prüfenden Wissensbereiche nicht weniger komplex als im erziehungswissenschaftlichen Bereich sind. Der Spezialfall standardisierter Großklausuren wird näher untersucht.
Stichwörter: Bologna-Prozess, Hochschulprüfungen, Multiple-Choice
Abstract: The recent debate on standardized IT-supported examinations at universities refers to fundamental questions concerning the relation between teaching and examining. It is within the logic of the Bologna Process that examinations are oriented by a graduate profile described through competences. The development within the medical field is used as a comparative example, - the areas of knowledge to be examined being hardly any less complex than those of the educational-scientific field. The special case of standardized comprehensive written examinations is investigated more closely.
Key words: Bologna Process, Examinations, Multiple-Choice
Stichwörter: Bologna-Prozess, Hochschulprüfungen, Multiple-Choice
Abstract: The recent debate on standardized IT-supported examinations at universities refers to fundamental questions concerning the relation between teaching and examining. It is within the logic of the Bologna Process that examinations are oriented by a graduate profile described through competences. The development within the medical field is used as a comparative example, - the areas of knowledge to be examined being hardly any less complex than those of the educational-scientific field. The special case of standardized comprehensive written examinations is investigated more closely.
Key words: Bologna Process, Examinations, Multiple-Choice