{"id":14548,"date":"2025-05-09T09:24:25","date_gmt":"2025-05-09T07:24:25","guid":{"rendered":"https:\/\/www.eteach-thueringen.de\/?post_type=glossary&#038;p=14548"},"modified":"2026-05-06T10:39:30","modified_gmt":"2026-05-06T08:39:30","slug":"examination-formats","status":"publish","type":"glossary","link":"https:\/\/www.eteach-thueringen.de\/en\/glossary\/pruefungsformate\/","title":{"rendered":"Exam formats"},"content":{"rendered":"<p dir=\"ltr\" style=\"text-align:left;\">\u201e<strong>Format <\/strong>is a term used in the didactic literature <strong>more widespread<\/strong>, <strong>but not uniformly used term<\/strong>, which has a certain <strong>Fashion character <\/strong>has.<\/p>\n<p dir=\"ltr\" style=\"text-align:left;\"><span style=\"font-size:.9375rem;\">If there are definitions, one uses<br \/>\noften based on the reference from dictionaries that the term has a default form,<br \/>\nsize or structure of something (e.g. Christmann, 2019). Other paraphrases use the analogy of the broadcast format (e.g. Niegemann et al., 2008).<br \/>\nLectures, seminars, exercises, projects, etc. are often referred to as teaching formats in the practice of university didactics. Teaching formats<br \/>\nform their own profiles or shapes - consisting of characteristic teaching and<br \/>\nLearning activities, goals and associated expectations. Applied to examinations<br \/>\ncan therefore be defined as examination formats <strong>Tailoring of audit procedures<\/strong><br \/>\nunderstand the <strong>Own structure <\/strong>have, <strong>Identifiable goals<\/strong> and with<br \/>\n<strong>concrete expectations<\/strong> are connected.<\/span><\/p>\n<p dir=\"ltr\" style=\"text-align:left;\"><span style=\"font-size:.9375rem;\">In this sense, they are <strong>more differentiated than<br \/>\nExam types<\/strong>, but <strong>not already prescriptive like exam scenarios<\/strong>.<br \/>\nIf we subscribe to this understanding of format, then formats are similar to types,<br \/>\nby forming their own larger units. Like test scenarios, they would also have to<br \/>\ncan be subsumed under examination types. However, a look at the literature on<br \/>\n(e.g. Gerick, Sommer &amp; Zimmermann, 2018) that the <strong>Word format special<br \/>\ninconsistent and often synonymous with the word \u201eform\u201c<\/strong> is used: Exams, essays,<br \/>\nProject reports and literature reviews are sometimes used as different examination formats,<br \/>\ntimes classified as different forms of examination under the type of written examination.\u201c<\/span><\/p>\n<p dir=\"ltr\" style=\"text-align:left;\"><span style=\"font-size:.9375rem;\">------------<br \/><strong>Quote<\/strong>&nbsp;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).&nbsp;<a href=\"https:\/\/moodle.uni-weimar.de\/mod\/glossary\/showentry.php?eid=8338&amp;displayformat=dictionary\" title=\"Glossary- Important terms relating to testing: Digital exams\">Digital tests<\/a>&nbsp;in the university. Whitepaper of a Community Working Group from Germany, Austria and Switzerland. Version 1.1. Berlin: Hochschulforum Digitalisierung.&nbsp;<br \/>------------<br \/><strong>Literature:<\/strong><br \/>Christmann, B. (2019). Function and design of formats of academic continuing education. Journal of Higher Education and Continuing Education, 1, 12-2<br \/><\/span><\/p>\n<p dir=\"ltr\" style=\"text-align:left;\"><span style=\"font-size:.9375rem;\">Gerick, J., Sommer, S. &amp; Zimmermann, G. (eds.) (2018). Competently designing exams. M\u00fcnster: Waxmann.<br \/><\/span><\/p>\n<p dir=\"ltr\" style=\"text-align:left;\"><span style=\"font-size:.9375rem;\">Niegemann, H.M., Domag, S., Hessel, S., Hein, A., Hupfer, M. &amp; Zobel, A. (2008). Compendium of multimedia learning. Berlin: Springer.<br \/><\/span><\/p>","protected":false},"excerpt":{"rendered":"<p>&#8222;Format ist ein in der didaktischen Literatur verbreiteter, aber nicht einheitlich verwendeter Begriff, der einen gewissen Modecharakter hat. Wenn es Definitionen gibt, greift man oft auf den Hinweis aus W\u00f6rterb\u00fcchern zur\u00fcck, dass der Begriff eine Vorgabe an Form, Gr\u00f6\u00dfe oder Struktur von etwas bezeichnet (z. B. Christmann, 2019). Andere Umschreibungen ziehen die Analogie des Sendeformats [&hellip;]<\/p>\n","protected":false},"author":13,"featured_media":0,"parent":0,"template":"","glossary-cat":[46],"class_list":["post-14548","glossary","type-glossary","status-publish","hentry","glossary-cat-arten-der-leistungsbewertung"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Pr\u00fcfungsformate - eTeach-Netzwerk Th\u00fcringen<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.eteach-thueringen.de\/en\/glossary\/examination-formats\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pr\u00fcfungsformate - eTeach-Netzwerk Th\u00fcringen\" \/>\n<meta property=\"og:description\" content=\"&#8222;Format ist ein in der didaktischen Literatur verbreiteter, aber nicht einheitlich verwendeter Begriff, der einen gewissen Modecharakter hat. 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