The role of assessment in developing potentials for student learning: multiple perspectives on undergraduate distance and online course assessment practices at an Australian university

Abstract

Aims: ｷTo map current assessment practices and tasks in the university’s undergraduate distance and online courses. ｷTo conduct a theoretically informed analysis of those practices and tasks. ｷTo generate a set of evidence-based recommendations for the refinement of those practices and tasks and the dissemination of the findings of that analysis. Research questions: ｷWhat was the range of assumptions and attitudes underpinning the academics’ assessment practices and tasks in the selected undergraduate distance and online courses at Central Queensland University? ｷHow did those assumptions and attitudes create and constrain assessment as a crucial element of student learning? Methodology: The study’s methodology was centred on the planning and enactment of a single, exploratory case study (Yin, 2002, 2003), guided by appropriate ethical procedures. Analysis: Gee’s (1996a, 1996b) ‘Big D/little d’ D/discourse theory was the method used to analyse the results of the review of the course profiles and the interview transcripts. This method is attentive to the underpinning organising structures as well as the ‘language bits’ that reflect individuals’ and groups’ worldviews.