Som det fremgår, er der mange faktorer, der potentielt har betydning, hvis man ønsker at implementere og anvende digitale prøver. Det er på
baggrund af dette litteraturstudie ikke muligt at udpege bestemte digitale prøveformer, der generelt er mere velegnede end andre. Valget af digital prøveform bør altid foretages i forhold til den konkrete kontekst, som prøveformen skal anvendes i, og de teknologier, som den enkelte uddannelsesinstitution har til rådighed eller vil investere i.
Men litteraturstudiet præsenterer en række fordele, udfordringer og ulemper inden for en række temaer, som med fordel kan overvejes og diskuteres inden implementeringen af en digital prøveform. Bl.a. bør man overveje, om en prøveform af fx multiple choice-‐typen er relevant og tilstrækkelig i forhold til de tilknyttede læringsmål og den undervisning, der har fundet sted, og om man fx vil anvende multimedieindhold såsom videoklip og simulationer i den digitale prøve. Sidstnævnte aspekt kræver desuden overvejelser i forhold til de tekniske muligheder i det
prøvesystem, man ønsker at anvende. Undervisernes tidsforbrug i forbindelse med prøven bør også indgå i overvejelserne. Digitale
prøveformer, hvor studerende producerer og afleverer fx egenproduceret tekst og/eller andre digitale produkter, vil kræve langt mere tid at
bedømme end fx svar på en multiple choice-‐prøve. Endelig bør de organisatoriske og økonomiske aspekter overvejes: Er man som
uddannelsesinstitution klar til at håndtere en digital prøveform (support, administration osv.), og har man overblik over de udgifter, der er forbundet hermed.
Uanset hvad den konkrete kontekst er, vil det være relevant og værdifuldt for alle, der står over for at implementere en digital prøveform, at se på og lære af den eksisterende viden og de eksisterende erfaringer på området, som er beskrevet i denne artikel.
En sidste perspektiverende bemærkning: Redecker og Johannessen (2013) argumenterer for, at paradigmet ”computer based testing” allerede er ved at blive forældet. Det nye paradigme bliver i stedet, ifølge dem, ”embedded assessment”. Under dette paradigme monitoreres de studerende løbende via de digitale miljøer, de anvender i forbindelse med deres
læringsaktiviteter. Redecker & Johannessen forestiller sig således, at eksamener som afslutning på læringsforløb måske bliver overflødige i fremtiden og erstattes af løbende evalueringer i de digitale læringsmiljøer.
Dvs. institutioner bør overveje, om de vil arbejde i retning af at
implementere prøveformer, der evaluerer de studerendes læringsudbytte løbende, herunder giver de studerende feedback løbende, og ikke alene anvende prøveformer, der markerer afslutningen på et
undervisningsforløb.
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