„Format is a term used in the didactic literature more widespread, but not uniformly used term, which has a certain Fashion character has.
If there are definitions, one uses
often based on the reference from dictionaries that the term has a default form,
size or structure of something (e.g. Christmann, 2019). Other paraphrases use the analogy of the broadcast format (e.g. Niegemann et al., 2008).
Lectures, seminars, exercises, projects, etc. are often referred to as teaching formats in the practice of university didactics. Teaching formats
form their own profiles or shapes - consisting of characteristic teaching and
Learning activities, goals and associated expectations. Applied to examinations
can therefore be defined as examination formats Tailoring of audit procedures
understand the Own structure have, Identifiable goals and with
concrete expectations are connected.
In this sense, they are more differentiated than
Exam types, but not already prescriptive like exam scenarios.
If we subscribe to this understanding of format, then formats are similar to types,
by forming their own larger units. Like test scenarios, they would also have to
can be subsumed under examination types. However, a look at the literature on
(e.g. Gerick, Sommer & Zimmermann, 2018) that the Word format special
inconsistent and often synonymous with the word „form“ is used: Exams, essays,
Project reports and literature reviews are sometimes used as different examination formats,
times classified as different forms of examination under the type of written examination.“
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Quote with emphasis (p. 15) from: Bandtel, M., Baume, M., Brinkmann, E., Bedenlier, S., Budde, J., Eugster, B., Ghoneim, A., Halbherr, T., Persike, M., Rampelt, F., Reinmann, G., Sari, Z., Schulz, A. (eds.) (2021). Digital tests in the university. Whitepaper of a Community Working Group from Germany, Austria and Switzerland. Version 1.1. Berlin: Hochschulforum Digitalisierung.
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Literature:
Christmann, B. (2019). Function and design of formats of academic continuing education. Journal of Higher Education and Continuing Education, 1, 12-2
Gerick, J., Sommer, S. & Zimmermann, G. (eds.) (2018). Competently designing exams. Münster: Waxmann.
Niegemann, H.M., Domag, S., Hessel, S., Hein, A., Hupfer, M. & Zobel, A. (2008). Compendium of multimedia learning. Berlin: Springer.
