Examination scenarios are usually characterized by their differentiation from examination types. Concreteness from. Baumgartner (2011) has taken a differentiated approach to the concept of the scenario: he borrows from the Latin word scaena (stage) and the Roman tradition of using it to describe a scene for a play, and expands on this analogy. The scenario is associated with a Screenplay which describes a planned course of action with the necessary accessories to implement the design. „A didactic scenario is therefore a script for the staging of a specific learning arrangement and compiles the necessary requirements [...] for its implementation“ (Baumgartner, 2011, p. 61).
Based on this, an audit scenario would be a spatial-temporal-social prescription for a certain Didactic examination arrangement (cf. Baumgartner, 2011, p. 62). In this sense, there can be many examination scenarios that should be assigned to examination types.
Test scenarios are interesting in terms of university didactics, because, by definition, they not only provide descriptions of how to test, but also Recommendations (Prescriptions), which services are to be recorded and evaluated using which methods, and which boundary conditions need to be taken into account. Examination scenarios as scripts for examination behavior are therefore always also Reflection and learning opportunities for teachers. Examination scenarios would therefore be located at a lower (concrete) level. Exam formats can be placed on a middle level between exam types and exam scenarios.
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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:
Baumgartner, P. (2011). Taxonomy of teaching methods. A plea for didactic diversity. Münster: Waxmann.
