A

Adaptive tests: are a type of assessment used to calculate a student's level of knowledge and skills in an efficient way. The computer system adapts the test to the student's ability based on past performance and the data is retrieved from a data bank. Based on the answers given by the student, the computer calculates an assessment of the student's ability and then selects the next task according to the information obtained.

Activity session (Sw. aktivitetstillfälle): Administrative code for an examination within a course a certain semester, compare course code and Instance code.

Analytical assessment: Assessment is made in relation to how well a student performs on different parts of a whole. The assessment is made in relation to different aspects of what is to be assessed or the assessor assesses each criterion separately. (Jönsson, 2020; Lundahl, 2014).

Assessment: Assessment has different purposes and can be used to promote, shape and develop students' learning and knowledge building, as well as to draw attention to the quality of students' performance and what works in one’s own teaching, which affects course development and resource allocation. Assessment consists of evaluative judgements about how well a student's performance relates to different frames of reference/points of comparison and, depending on the choice of frame of reference, there are different types of assessments, such as norm-related, ipsative, criteria-based, standards-based assessment (Lundahl, 2014, Jönsson 2018, Stadler, 1989).

Assessment rubrics: Assessment instructions that describe, in rubrics or table form, what constitutes different assessment areas/grounds and what constitutes qualitative descriptions of the same. (Wedman, 2021).

Authentic assessment: Assessment aims to mimic real-life or real (authentic) problems. Assessment can be direct in the sense that the student is assessed while performing what is to be assessed, and open in the sense that the student is given the opportunity to solve the problem in various ways (Jönsson, 2020).

Author: Role in Inspera (Sw. författare)

Automatically marked question type: Question type that is automatically marked in Inspera based on pre-defined settings by the author.

B

Blended learning: A combination of traditional teaching methods and computer-mediated activities referring to a mix of different learning environments. Blended learning always includes some face-to-face meetings, it is not entirely remote.

C

Case: is a description of an authentic situation, event or phenomenon in a natural context that can be investigated by students in different ways; compare with case study.

Case study: is a description of an authentic situation, event or phenomenon in a natural context that can be investigated in different ways by students; compare with case.

Chief invigilator (Sw. platsansvarig): Role in Inspera
Composite question type: question type in Inspera.
Construct: The ability or characteristic to be assessed or measured in, for example, an examination. The construct is defined in terms of a network of theoretical constructions (Messick, 1989).

Construct overrepresentation: When the content of an examination (e.g. an exam) covers too much than what is defined as central to the construct (Messick, 1989).

Construct underrepresentation: When the content of an examination (for example, an exam) does not sufficiently address what has been defined as central to the construct (Messick, 1989).

Cost-effectiveness: Analysing the costs of assessment, such as what the assessment costs to implement (McGrath, 2013).

D

Distance education: Education based on teaching where teachers and students are spatially and temporally separated most of the time (UKÄ).

E

Examination: A collective term for how the intended learning outcomes of the course are assessed and examined. The forms of examination are defined in the syllabus and study instructions, and examination is part of the student's learning process and results in a decision on grades.

Exia: Digital examination system previously used at Stockholm University.

F

Feedback: Feedback is an assessment strategy that relates to shaping student learning, a response to performance, which can be expressed in different forms. It can support and develop student learning to varying degrees.

Flipped classroom: A teaching method with an emphasis on digital tools where the teacher gives online reviews/lectures as homework instead of the review/lecture taking place in the classroom in order to create space for more laboratory work when meeting in person.

Form of assessment: The form of expression through which students demonstrate intended learning outcomes, e.g. through tests, home exams; compare to examination form (Stiggins, 2004).

Formative assessment: A type of assessment that aims to shape and support student learning and knowledge development (Stadler, 1989)

G

Grade: An overall measure of what the student has been able to demonstrate in terms of intended learning outcomes at a given point in time. Used for the purpose of continued studies and for an evaluation of teaching.

Grader: Role in Inspera (Sw. bedömare)

Grade overview: User interface for graders in Inspera.

Grading rubrics: A rubrics indicating assessment instructions in which areas or criteria are presented in rows and qualitative levels are presented in columns; compare Assessment rubrics.

Grading scale: A scale used by teachers to evaluate and categorise student performance, often in relation to level scores or grade designations A-F or U-G.

H

High stake assessment: The assessment is used for summative purposes. The student's performance in the assessment forms a large part of the basis for grading.

Holistic assessment: Assessment is made in relation to the whole. A teacher makes a holistic assessment of, for example, a student's essay where the assessment is made in relation to both the parts and the whole and compares with what the assessment/interpretation of the essay corresponds to in the description for the various grades of the course.

Home exam: Form of examination, compare with open examination.

Hot spot: Question type in Inspera.

I

Inspera: Digital examination system, currently used at Stockholm University.

Instance code (Sw. kurstillfälle): Administrative code for a course in a certain term, compare activity session.

Intended learning outcome: Compare learning outcomes.

Invigilator (Sw. provvakt): Role in Inspera

J

K

L

Learning objectives: Compare intended learning outcomes and course objectives.

Low stake assessment: Assessment is used in teaching for formative purposes. The student's performance in the assessment helps the teacher to monitor and promote the student's knowledge development.

M

Manually marked question type: Question type that is manually marked by graders in Inspera based on a marking scheme and grading criteria.

Math Entry: Question type in Inspera

Multiple choice question: Question type in Inspera. A multiple choice question consists of a question or statement with a number of answer options, where participants are asked to choose the correct answer among the given options. One of the options should be a correct answer, while the other options are called distractors.

N

Norm-based assessment: Assessment is based on a norm, ideal or group. A student's performance is compared to the performance of other students.

Numeric Entry: Question type in Inspera

O

Objective-based assessment: Assessment is based on an objective or criterion.

Open educational resources (OER): Freely and publicly available teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.

Open book examination: A form of examination (analogue or digital) where students have access to resources of various kinds such as course literature and Internet resources and where the examination tests students' higher cognitive abilities such as the application of knowledge and skills.

Q

Question set: a workspace where the author can create new questions or upload quesetions from their question bank in Inspera.

Question type: Compare task, and questions in Inspera, such as multiple choice, multiple response, essay.

P

Peer assessment: A form of assessment used for students to recognize quality aspects of learning outcomes in other students’ works. Peer assessment can be organised as a teaching element where students give and receive feedback (oral/written) on each other's products/texts in a given order. The given "feedback", which should be forward-looking, should be reflected upon and used to improve the original product/text.

Planner: Role in Inspera, Admin in Swedish.

Practical test: A form of assessment used to evaluate the student's practical skills (operation, techniques, applications and work processes). Students can demonstrate their practical skills in real or simulated situations.

R

Reliability: Reliability is about how accurately and reliably the examination tests or measures what is being assessed.

Role play: Is a form of activity that allows students to start from someone else's perspective than their own. Based on a choice of topic, students can have the opportunity to independently deal with and argue complex phenomena, issues and situations.

Rubrics assessment: An assessment made in relation to a scheme of defined objectives and criteria (quality descriptors).

S

Skill: The student's cognitive ability to use theoretical, procedural and meta-cognitive knowledge. The skill stated in the intended learning outcome is stated in verb form such as to account for, to analyse and so on.

Standards-based assessment: Assessment is based on predefined levels such as grades.

SUKAT manager: A person responsible for providing SUKAT accounts to employees at the department.

Summative assessment: Type of assessment that aims to summarise and evaluate the quality of the student's performance and knowledge of the subject. The assessment is made in relation to a reference framework/grade level and often takes place at the end of a learning period, usually after the completion of a course.

T

Task: A task relates to an instruction in a particular form from which the student demonstrates knowledge and skills, for example by answering a question, dealing with a scenario, considering a claim or solving a problem.

Taxonomy: A model, often multidimensional, that classifies knowledge and cognitive processes into categories of varying degrees of complexity (Anderson & Krathwhol, 2001).

Text field: Question type in Inspera

U

V

Validity: Validity recognises how well the interpretations, conclusions and decisions of an assessment (e.g. a test result) are supported by empirical and theoretical evidence (construct validity). Validity concerns the question how the results of an assessment are interpreted and used. It also relates to obtaining a basis that makes it possible to assess quality (Jönsson, 2017; Messick, 1989).

W
X
Y