Designing an ideal assessment scheme for dual mode delivery

Abstract

Designing assessment schemes for higher level technical undergraduate courses in engineering is a challenge nowadays, especially in a changing educational environment. With more emphasis being placed on flexible learning modes and flexible assessment schemes, examiners are confronted with the review of the existing assessment schemes for the courses they teach. Traditionally, having a combination of assignments and examination has been the most popular method of assessments designed by course examiners. While different assessments give students a variety of opportunities to demonstrate their understanding of a subject, it is important to have a well-formulated assessment scheme to evaluate the students’ knowledge. When such courses are delivered for both on-campus and external students, achieving the correct balance between various assessment schemes is important while maintaining the quality of assessments. The University of Southern Queensland in Australia is reputed for its external delivery of courses where 80% of the students study through this mode. Considering two courses offered at USQ in dual mode as case-studies, this paper will highlight the main issues in reaching the right balance when designing assessment schemes, and discussing potential changes to assessment schemes to enhance student learning, as well as effective course delivery.