Testing strategies in online German courses
Abstract
Empirical studies show a higher frequency of cheating in virtual courses than in face-to-face classes. This article uses two case studies of university-level virtual German language classes to show different methods that ensure the integrity of a course without a variety of intrusive technical means. Whereas sequencing formative and summative tests appropriately allows the direct comparison of student performance, a combination of asynchronous and synchronous assignments can be used to create a database for the evaluation of test results.
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Ein im Jahr 2017 von der Webseite Inside Higher Ed erstelltes Booklet enthüllt weitreichende Skepsis zum Technologieeinsatz in der Universitätslehre. Das Booklet ist kostenlos zu bestellen unter https://www.insidehighered.com/booklet/2017-survey-faculty-attitudes-technology.
Zur Thematik siehe hier zum Beispiel das IDV-Magazin 98. Dezember 2020. https://idvnetz.org/wp-content/uploads/2020/12/idv-magazin-dezember-2020.pdf.
Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon 9(5), 1-6. Prensky, M. (2001b). Digital natives, digital immigrants, Part II. On the Horizon 9(6), 1-6. Prensky, M. (2009). H. sapiens digital: From digital immigrants to digital natives to digital wisdom. Innovate Volume 5, Issue 3 Article 1.
Siehe hier u.a. die Datenbanken des Goethe-Instituts digu.goethe.de und digfo.goethe.de, das südostasiatische Projekt EDDU (Erfolgreich digital Deutsch unterrichten), das südosteuropäische Projekt DIP (Digital-Interkulturell-Projektorientiert), die transnational digitale Netzwerkuniversität www.netzwerkuni.com. Arnold P., Kilian, L., Thillosen, A., Zimmer, G. (2011). Handbuch E-Learning. Lehren und Lernen mit digitalen Medien. Bielefeld: Bertelsmann. Roche, J. (2008). Mediendidaktik. Ismaning: Hueber. Rösler, D. (2010). Die Funktion von Medien im Deutsch als Fremd- und Deutsch als Zweitsprache-Unterricht. In H.J, Krumm. Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch (1199-1214). Berlin: de Gruyter.
Lucky, A., Branham, M., Atchison, R. (2019). Collection-based education by distance and face to face: Learning outcomes and academic dishonesty. Journal of Science Education and Technology, 28, 414-428.
Newton D. (2020, August 7). Another problem with shifting education online: cheating. https://hechingerreport.org/another-problem-with-shifting-education-online-cheating/.
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Hilfreich ist hier die Datenbank der Oregon State University Ecampus Abteilung, die kontrastive Studien zur Effektivität katalogisiert. https://ecampus.oregonstate.edu/research/projects/online-learning-efficacy-research/
Boettcher, J., Conrad, R. (2021). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. 3rd edition. San Francisco: Josey-Bass. O’Keefe, L. Rafferty, J. Gunder, A., Vignare, K. (2020, May 18). Delivering high-quality instruction online in response to COVID-19: Faculty playbook. Every Learner Everywhere. http://www.everylearnereverywhere.org/resources
Dieser Prozentsatz basiert auf unseren Einschreibezahlen und den Disziplinarverfahren, die von unserer Fakultät eingeleitet werden.
Hier sei besonders auf das von ALTE (2011) produzierte Pamphlet Manual for Language Test Development and Examining hingewiesen.
https://www.europaeischer-referenzrahmen.de/sprachniveau.ph
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