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.
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Clarke, R. (2015). Transforming Assessments into the Digital Domain. In: Zhang, Y. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_65-1
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DOI: https://doi.org/10.1007/978-3-642-41981-2_65-1
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