Hemming, Andrew (2010) Online tests and exams: lower standards or improved learning? Law Teacher, 44 (3). pp. 283-308. ISSN 0306-9400
Metadata
| HTML Citation | EndNote | Dublin Core | Reference Manager |
Full text not available from this archive.
Official URL: http://dx.doi.org/10.1080/03069400.2010.524031
Identification Number or DOI: doi: 10.1080/03069400.2010.524031
Abstract
This paper considers the introduction of online tests and exams at Charles Darwin University from 2009, and concludes that the improved pass rate is a result of the introduction of improved learning methods and not a lowering of standards. The paper also addresses the nature and timing of the tests and exams, student feedback on the assessment regime, and academic dishonesty in the virtual classroom. The analysis is conducted in the context of the arrival of a competitive tertiary education sector in Australia in 2012 in general, and the resources and student cohort of Charles Darwin University in particular.
| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Uncontrolled Keywords: | assessment; learning methods; standards |
| Fields of Research (FOR2008): | 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified 18 Law and Legal Studies > 1801 Law > 180199 Law not elsewhere classified 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation |
| Subjects: | UNSPECIFIED |
| Socio-Economic Objective (SEO2008): | C Society > 93 Education and Training > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified |
| ID Code: | 18671 |
| Deposited By: | |
| Deposited On: | 18 Mar 2011 16:21 |
| Last Modified: | 22 Aug 2012 15:37 |
Archive Staff Only: edit this record