Online assessment Mary Rice & Dale Holt Institute of Teaching and Learning email@example.com - Ph: 78187 firstname.lastname@example.org - Ph: 78183 Online assessment пЃ® пЃ® пЃ® пЃ® 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 Why assess online? пЃ® пЃ® пЃ® 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 OвЂ™Reilly, 1999.) Why assess online? пЃ® пЃ® пЃ® пЃ® 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 OвЂ™Reilly, 1999.) What should be assessed? пЃ® пЃ® пЃ® пЃ® пЃ® пЃ® пЃ® пЃ® 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) How to assess Possible online formats: пЃ® пЃ® пЃ® пЃ® Individual, pairs, groups Text, graphics, computer-based multimedia presentations (PowerPoint, Audio, Video) Work assessed by teacher, peers, self Automated computer feedback How to assess: Options at Deakin using DSO пЃ® Tests and quizzes вЂў Range of question types (MCQs, Yes/No, True/False, Fill the Gaps, Short answer) вЂў Question databases вЂў Random selection of questions вЂў Selective release of tests вЂў Timed tests (availability, completion time) вЂў Immediate feedback пЃ® пЃ® Production of webpages Multimedia-based assignments How to assess: Options at Deakin using DSO пЃ® пЃ® пЃ® пЃ® Group assessment options вЂў set up groups (random or selected) вЂў provide instructions вЂў manage groups Online assignment submission вЂў submissions recorded вЂў comments on submissions Grade book вЂў insert, edit, locate and view grades Gradable discussions вЂў participation graded, automatically recorded Issues in online assessment Educational пЃ® Should add value to learning experience - not used for expediency, cost cutting, etc пЃ® Construction of online assessment tasks can be time consuming - e.g. test question banks, multimedia triggers - need to start small пЃ® Reliance on online testing may lead to assessment of low-level cognitive skills need to use variety of online approaches Issues in online assessment Educational пЃ® Students may expect more feedback more often because the technology enables it establish clear guidelines/parameters пЃ® Different learning styles and changing pedagogies may cause reluctance - some cohorts may require extra support пЃ® Perception that online assessment may encourage plagiarism - offset by use of detection software for educational purposes Issues in online assessment Managerial пЃ® пЃ® пЃ® 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 Issues in online assessment Technical пЃ® Technology may be unstable and/or unreliable at critical times - contingency plans should be in place пЃ® Technical support may not be readily available at critical times - flexibility needed пЃ® StudentsвЂ™ may have varying levels of competence in using technology systems design should ensure fairness for all cohorts Useful resources пЃ® CSHE - The University of Melbourne http://www.cshe.unimelb.edu.au/assessinglearning/03/online.html пЃ® The University of Adelaide http://www.adelaide.edu.au/clpd/online/assessonline/ пЃ® University of Technology, Sydney http://www.iml.uts.edu.au/assessment/online/index.html пЃ® Flinders University http://www.flinders.edu.au/flexed/resources/assess.htm References пЃ® пЃ® пЃ® 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. & OвЂ™Reilly, M. (1999). Assessing open and distance learners. London: Kogan Page.