Mind the gap: Divergent objects of assessment in technology-rich learning environments

Abstract

Computers change the conditions under which learners complete assignments. Based on interviews with teachers from upper secondary school, we examine the strategies developed to deal with challenges emerging from this contextual change. The results indicate the emergence of divergent teacher strategies that seem intimately linked with fundamental assumptions about learning and knowledge. These differences are understood as expressions indicating divergent objects of assessment developing among teachers. If we want to design assessment practices with ecological validity in the networked society, such gaps are important to examine, discuss, and act upon. ©universitetsforlaget, nordic journal of digital literacy, vol 8, 2013, NR 04, 225-243.