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Getting it right : guidelines for online assessment
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Abstract:
RESEARCH OBJECTIVES: This project is intended to provide a practical resource to support tertiary teachers to develop varied and appropriate online assessment practices that are valid, reliable and transparent. METHODOLOGY: Getting assessment right is critical in supporting students’ learning and ensuring their retention and success. Online teaching and assessment in some form is now a mandatory component of the workload of many teachers in tertiary education, and one that is only likely to increase in size and significance. Tertiary teachers are increasingly expected to assess students using online tasks and tools and frequently adapt these from traditional methods. Effective online assessment can offer a range of benefits to both students and teachers including more interactive assessment and feedback, increased efficiency and reduced workload, the ability to meet the needs of increasingly diverse learners, and the opportunity to use new technical and pedagogical skills. Guided by a review of the literature, the team identified key elements of effective online assessment practice, and of support for tertiary teachers to develop the requisite technological and pedagogical skills. Tertiary teachers planning to introduce online assessment may dip into the guidelines, or use the OATS, at any point in their planning or design for assessment. While all four sections and Appendix of the guidelines are connected, each section can also stand alone. Similarly, teachers may usefully complete the OATS without reference to the guidelines. One way to use the guidelines and OATS together is to begin by completing the OATS in order to identify which online tools may be appropriate to a particular assessment context, and to then find out more about those tools by reading the relevant sections of the guidelines. AKO website title: Getting it right : guidelines for online assessment in New Zealand tertiary contexts This project was funded through the Ako Aotearoa Regional Hub Project Fund 2016.
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Keyword:
130304 Educational Administration; apps; blogs; e-Portfolios in Google; e-Portfolios in Moodle; e-Portfolios in WordPress; Management and Leadership; Notability (App); online assessment; online support; Showbie (App); tertiary education; wikis
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URL: https://hdl.handle.net/10652/4107
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Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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Learning to identify and actualize affordances in a new tool
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Haines, Karen. - : the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2015
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Learning to identify and actualize affordances in a new tool
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Haines, Karen. - : the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2015
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Learning for the long haul : developing perceptions of learning affordances in CALL teachers
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Learning for the long haul : developing perceptions of learning affordances in CALL teachers
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Bridging the digital divide: Students’ access to digital technologies in a language department
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Bridging the digital divide: Students’ access to digital technologies in a language department
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Bridging the digital divide: Students’ access to digital technologies in a language department
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