Ursula Niederländer, Elisabeth Katzlinger-Felhofer,
"Actively Involving Students by Formative eAssessment: Students Generate and Comment on E-exam Questions"
, in Babo, Rosalinaand Dey, Nilanjanand Ashour, Amira S.: Workgroups eAssessment: Planning, Implementing and Analysing Frameworks, Springer Singapore, Singapore, Seite(n) 237--258, 2021, ISBN: 978-981-15-9908-8
Actively Involving Students by Formative eAssessment: Students Generate and Comment on E-exam Questions
Sprache des Titels:
Workgroups eAssessment: Planning, Implementing and Analysing Frameworks
A reported problem of online learning scenarios is sustaining students' activity and motivation. In order to actively involve the learners as well as to increase their reflection on the learning content, students create multiple choice exam questions in the field of Digital Business Law in an online learning environment and mutually assess each other\textasciiacutes work by giving feedback in a peer review learning setting. In this process, students developed questions and provided comments on questions handed in by their fellow students. This learning scenario should lead to a better understanding of the learning content, facilitate collaborative learning and increase the students' assessment skills by addressing higher cognitive levels (as seen in Bloom\textasciiacutes taxonomy). Moreover, the aim was to enhance their contribution to the learning and teaching process in a more active way. Generating e-exam questions is part of the blended learning scenario MUSSS (Multimedia Study Services Social Sciences and Economics) offered at the Johannes Kepler University in Austria, in which the module ``Digital Business Law'', mandatory in the master's program ``Digital Business Management'', is integrated. The paper at hand reports on this learning scenario and its experiences, accompanied by a quantitative study (N\thinspace=\thinspace34).