Abstract:
In times of uncertainty, diversity and change questions in relation to quality assessment come to the fore. In light of generative AI (GenAI) and more diverse student bodies, teachers acknowledge that assessment has become one of their main concerns. While widening participation in higher education is important and desirable, it can be challenging to cater for individual needs without lowering the expectations. Even more so as teachers are fumbling how to grapple with digital divides and the use and effects of chatbots.
This presentation is a launching board for a post-doctoral project starting in January 2025 within the field of international and comparative research in higher education. When the future skills are uncertain, there is a need to look at the relevance of the competences targeted in syllabi. The research questions are tied to issues of fairness and validity of curricular goals and educational assessment for individuals as well as society in times of change: How do we create inclusive and relevant examinations in times of transformation? The study is based on Swedish context where recent reports posit that universities are not targeting future skills; they are fostered elsewhere. At the same time university teachers express confusion if and how to embrace alternative types of assessment. Recommendations are made to move away from examinations using written essays and shift the focus from product to process. Questions arise how to provide equitable opportunities to students regardless of background and learn how to work with GenAI in more diverse student cohorts. The study involves analyses of syllabi, a teacher survey and interviews.
This presentation will use an extended version of the constructive alignment model and assessment validity theory to raise a discussion around the key words and questions in the title. The hope is to build a basis for continued transnational collegial exchange across contexts. The belief is that international collaboration is key to bridging national, ideological and pedagogical divides in order to create relevant and inclusive education for a shared future.
Reierstam, H. (2024). Assessment of content and language: The case of CLIL, EMI, and multilingual contexts. I Transnational Approaches to Bilingual and Second Language Teacher Education. Routledge.
Reierstam, H., & Hellstén, M. (2021). Linguistic Diversity and Comparability in Educational Assessment. I M. J. Hernández-Serrano (Red.), Teacher Education in the 21st Century. Emerging Skills for a Changing World. (s. 329–346). IntechOpen.
This presentation is a launching board for a post-doctoral project starting in January 2025 within the field of international and comparative research in higher education. When the future skills are uncertain, there is a need to look at the relevance of the competences targeted in syllabi. The research questions are tied to issues of fairness and validity of curricular goals and educational assessment for individuals as well as society in times of change: How do we create inclusive and relevant examinations in times of transformation? The study is based on Swedish context where recent reports posit that universities are not targeting future skills; they are fostered elsewhere. At the same time university teachers express confusion if and how to embrace alternative types of assessment. Recommendations are made to move away from examinations using written essays and shift the focus from product to process. Questions arise how to provide equitable opportunities to students regardless of background and learn how to work with GenAI in more diverse student cohorts. The study involves analyses of syllabi, a teacher survey and interviews.
This presentation will use an extended version of the constructive alignment model and assessment validity theory to raise a discussion around the key words and questions in the title. The hope is to build a basis for continued transnational collegial exchange across contexts. The belief is that international collaboration is key to bridging national, ideological and pedagogical divides in order to create relevant and inclusive education for a shared future.
Reierstam, H. (2024). Assessment of content and language: The case of CLIL, EMI, and multilingual contexts. I Transnational Approaches to Bilingual and Second Language Teacher Education. Routledge.
Reierstam, H., & Hellstén, M. (2021). Linguistic Diversity and Comparability in Educational Assessment. I M. J. Hernández-Serrano (Red.), Teacher Education in the 21st Century. Emerging Skills for a Changing World. (s. 329–346). IntechOpen.