Pedersen, Cec and White, Robert and Smith, Don (2010) Usage of online assessment in the Faculty of Business: report and recommendations. Project Report. Unpublished. (Submitted)
PDF (Published Version)
This paper examines important themes linked to online assessment and appropriate use of this assessment medium in the Faculty of Business. As things stand, there are some limitations to their use and some of these limitations are not always known or understood, such is the recency of this type of assessment. There is good theoretical and practical reason to propose that the application or adoption of the preceding recommendations to the Faculty’s assessment practices would help substantially in addressing the issue of academic integrity in online assessment which currently challenges the Faculty.
The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without its challenges, and some of these challenges warrant investigation and resolution. The issues outlined in this report are experienced broadly across the education sector, though this study is limited in its inquiry to the Faculty of Business (survey) and to the USQ (focus groups).
This report is a requirement of a Faculty of Business LTEC funded project titled ‘Bridging the gap between collaboration and cheating in online assessments: An exploratory study’. The stated outcomes of the project were to conduct an online survey of Faculty of Business academic staff and focus groups to inform and report on:
1. the extent of usage of CMA’s and electronic quizzes
2. what measures are used to minimise opportunities for cheating and collusion, and
3. propose guidelines which contain examples of resource and pedagogical best practices for the conduct of online assessments1.
The issue was analysed within a framework of what Faculty of Business participants told us, what the broader USQ academic community told us, and what relevant literature told us. The structure of the report addresses these three foci.
Statistics for this ePrint Item
|Item Type:||Report (Project Report)|
|Item Status:||Live Archive|
|Additional Information (displayed to public):||Final report from LTEC Project 1003450 funded by the Faculty of Business, University of Southern Queensland, Australia. Unpublished.|
|Depositing User:||Mr Cec Pedersen|
|Faculty / Department / School:||Historic - Faculty of Business - School of Management and Marketing|
|Date Deposited:||20 Jan 2011 03:46|
|Last Modified:||11 Aug 2014 22:51|
|Uncontrolled Keywords:||online assessment; University of Southern Queensland; Faculty of Business|
|Fields of Research (FoR):||13 Education > 1301 Education Systems > 130103 Higher Education
22 Philosophy and Religious Studies > 2201 Applied Ethics > 220107 Professional Ethics (incl. police and research ethics)
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
|Socio-Economic Objective (SEO):||E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
E Expanding Knowledge > 97 Expanding Knowledge > 970115 Expanding Knowledge in Commerce, Management, Tourism and Services
Actions (login required)
|Archive Repository Staff Only|