Changing technologies and assessment redesign: factors impacting implementation and participation

O'Rourke, M 2018, 'Changing technologies and assessment redesign: factors impacting implementation and participation', in Malcolm Campbell, Julie Willems, Chie Adachi, Damian Blake, Iain Doherty, Siva Krishnan, Susie Macfarlane, Leanne Ngo, Marcus ODonnell, Stuart Palmer, Lynn Riddell, Ian Story, Harsh Suri and Joanna Tai (ed.) Proceedings of the 35th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education ( ASCILITE2018), Geelong, Australia, 25-28 November 2018, pp. 478-482.


Document type: Conference Paper
Collection: Conference Papers

Title Changing technologies and assessment redesign: factors impacting implementation and participation
Author(s) O'Rourke, M
Year 2018
Conference name ASCILITE2018
Conference location Geelong, Australia
Conference dates 25-28 November 2018
Proceedings title Proceedings of the 35th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education ( ASCILITE2018)
Editor(s) Malcolm Campbell, Julie Willems, Chie Adachi, Damian Blake, Iain Doherty, Siva Krishnan, Susie Macfarlane, Leanne Ngo, Marcus ODonnell, Stuart Palmer, Lynn Riddell, Ian Story, Harsh Suri and Joanna Tai
Publisher Australasian Society for Computers in Learning in Tertiary Education
Place of publication Queensland, Australia
Start page 478
End page 482
Total pages 5
Abstract This project reviewed current assessment practice across a School at a large University in Melbourne through analysis of student Course Experience Surveys (CES), desktop analysis of course guides, teacher interviews and student focus groups. Based on the findings, targeted resources were designed and professional development activities delivered to teachers to improve assessment and feedback processes in an environment of changing educational technology contexts. Analysis of qualitative CES data identified the most significant issues with assessment design and implementation, and this was used as a reference point and in communication with teachers to promote an understanding that assessment design impacts student learning and achievement. The development of resources and delivery of professional development activities to improve assessment design were undertaken during a period of significant technological change at the University. A new Learning Management System (LMS) was implemented and all courses were required to have an online presence and comply with a set of guidelines. The impact of this significant change on academics and students was examined to determine whether institutional technology implementation facilitates or hinders efforts to improve assessment and feedback processes in the context of learning and teaching practice.
Subjects Educational Technology and Computing
Keyword(s) Assessment design
LMS
educational technology
course experience survey
change management
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