Designing online assessment for improved student learning and experience

Wybrow, Roy, Taylor, Pauline, and Smorfitt, David (2013) Designing online assessment for improved student learning and experience. In: Proceedings of the Higher Education Research and Development Society of Australiasia Annual International Conference (36), pp. 524-534. From: 36th HERDSA Annual International Conference: Research and Development in Higher Education: the place of learning and teaching, 1-4 July 2013, Auckland, New Zealand.

[img] Other (Published Version) - Published Version
Restricted to Repository staff only

View at Publisher Website: http://www.herdsa.org.au/?page_id=3502
 
5


Abstract

Australian universities are experiencing a period of unprecedented complexity in providing quality higher education experiences for an increasingly diverse student body. Institutions are grappling with ways to tackle and respond to conflating pressures of reduced resourcing,Federal government participation targets,flexibility of provision and increased accountability.Universities are increasingly turning to online learning spaces as a solution to these challenges. This paper first provides a rationale for the conceptual frameworks used in the research design.It then presents the findings from the first phase of a mixed-method study which investigated first year students' experiences of online assessment at an Australian university. Using aninnovative methodological and conceptual (design thinking) approach, the inquiry found that deeper understandings of students’ lived experiences were important in online assessment design. Where design was attentive to students' life-worlds, participants were positive about online assessment regardless of age, gender or previous experiences with technology and reported that it facilitated improved learning. The study provides valuable insights into: particular challenges transitioning students encounter in juggling competing life/study priorities and; online assessment design elements that impact positively on the student experience. These findings have relevance for online assessment and course design generally and contribute towider equity debates centring on the student learning environment and experience.

Item ID: 28251
Item Type: Conference Item (Refereed Research Paper - E1)
Keywords: design thinking, online assessment, first year experience
Related URLs:
ISBN: 978-0-908557-93-6
ISSN: 1441-001X
Date Deposited: 28 Aug 2013 23:38
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 34%
15 COMMERCE, MANAGEMENT, TOURISM AND SERVICES > 1503 Business and Management > 150399 Business and Management not elsewhere classified @ 33%
13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 33%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 60%
93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 20%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified @ 20%
Downloads: Total: 5
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page