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Online assessment

Online assessment. Mary Rice & Dale Holt Institute of Teaching and Learning mrice@deakin.edu.au - Ph: 78187 dholt@deakin.edu.au - Ph: 78183. Online assessment. One of the key higher education assessment challenges identified by AUTC research 2002

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Online assessment

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  1. Online assessment Mary Rice & Dale Holt Institute of Teaching and Learning mrice@deakin.edu.au - Ph: 78187dholt@deakin.edu.au - Ph: 78183

  2. Online assessment • One of the key higher education assessment challenges identified by AUTC research 2002 • Can enable institutions to be more flexible and timely in preparing students for knowledge-based society • Same principles apply in designing online assessment tasks as for any other • Should only be used in appropriate ways at appropriate times

  3. Why assess online? • Tasks can be more varied and interesting - tests, quizzes, debates, role plays, simulations, portfolios • Provides options for more authentic assessment of professional practice without being in workplace - role plays, simulations for assessing competence • Formative assessment easier to deliver and manage Learn from rather than for assessment (Anderson and Elloumi, 2004; James, McKinnis & Devlin 2002; Morgan and O’Reilly, 1999.)

  4. Why assess online? • The issue of who assesses can be reconsidered - teacher, peer, self, computer, external reviewer • Broader range of skills can be assessed more efficiently - operating online, communication, practice-based skills • Delivery mechanisms can be more effective, efficient, timely - selective release, close off. • Can provide feedback more quickly - automated self-tests,electronic tracking (Anderson and Elloumi, 2004; James, McKinnis & Devlin 2002; Morgan and O’Reilly, 1999.)

  5. What should be assessed? • Thinking critically and making judgements • Solving problems and developing plans • Performing procedures and demonstrating techniques • Managing and developing oneself • Accessing and managing information • Demonstrating knowledge and understanding • Designing, creating and performing • Communicating (Nightingale et al.,1996, p.3)

  6. How to assess Possible online formats: • Individual, pairs, groups • Text, graphics, computer-based multimedia presentations (PowerPoint, Audio, Video) • Work assessed by teacher, peers, self • Automated computer feedback

  7. How to assess: Options at Deakin using DSO • Tests and quizzes• Range of question types (MCQs, Yes/No, True/False, Fill the Gaps, Short answer)• Question databases• Random selection of questions• Selective release of tests• Timed tests (availability, completion time)• Immediate feedback • Production of webpages • Multimedia-based assignments

  8. How to assess: Options at Deakin using DSO • Group assessment options• set up groups (random or selected)• provide instructions• manage groups • Online assignment submission • submissions recorded• comments on submissions • Grade book• insert, edit, locate and view grades • Gradable discussions• participation graded, automatically recorded

  9. Issues in online assessment Educational • Should add value to learning experience - not used for expediency, cost cutting, etc • Construction of online assessment tasks can be time consuming - e.g. test question banks, multimedia triggers - need to start small • Reliance on online testing may lead to assessment of low-level cognitive skills - need to use variety of online approaches

  10. Issues in online assessment Educational • Students may expect more feedback more often because the technology enables it - establish clear guidelines/parameters • Different learning styles and changing pedagogies may cause reluctance - some cohorts may require extra support • Perception that online assessment may encourage plagiarism - offset by use of detection software for educational purposes

  11. Issues in online assessment Managerial • Providing formative feedback time consuming for academic staff - need to find balance • Can be difficult to maintain integrity of groups when students enrol late or withdraw - an ongoing issue that needs to be managed. • Can be a lack of support and interest from colleagues who have other priorities - find support and interest in other discipline areas

  12. Issues in online assessment Technical • Technology may be unstable and/or unreliable at critical times - contingency plans should be in place • Technical support may not be readily available at critical times - flexibility needed • Students’ may have varying levels of competence in using technology systems - design should ensure fairness for all cohorts

  13. Useful resources • CSHE - The University of Melbournehttp://www.cshe.unimelb.edu.au/assessinglearning/03/online.html • The University of Adelaide http://www.adelaide.edu.au/clpd/online/assessonline/ • University of Technology, Sydneyhttp://www.iml.uts.edu.au/assessment/online/index.html • Flinders Universityhttp://www.flinders.edu.au/flexed/resources/assess.htm

  14. References • Anderson, T. & Elloumi, F. (2004). Theory and practice of online learning. Cde.athabasca.ca/online_book Athabasca University. • James, R., McInnis, C & Devlin, M (2002). Assessing learning in Australian universities. Melbourne: University of Melbourne, Centre for the Study of Higher Education for the Australian Universities teaching Committee. • Morgan , C. & O’Reilly, M. (1999). Assessing open and distance learners. London: Kogan Page.

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