Using Online Environments to Promote Assessment as a Learning Enhancement Process Conclusions
المؤلف:
Mary Rice & Coral Campbell & Judith Mousley
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P428-C35
2025-08-16
644
Using Online Environments to Promote Assessment as a Learning Enhancement Process
Conclusions
The cases presented, highlighted a number of factors that can optimize attempts to change assessment practices. When teaching staff are reflective about how they assess, have some dissatisfaction about existing practices, and have a deep commitment to student learning and to improving outcomes for students, they are more likely to change how they assess.
In particular, they are more inclined to implement formative assessment tasks that are authentic in nature and encourage meaningful engagement and learning throughout the semester. The tasks chosen are often continuous in the sense that they build on a previous piece and culminate in a final substantive report or multimedia submission for grading purposes. It follows that institutions that establish formal mechanisms to encourage commitment to improving teaching and assessment, help develop practitioner expertise through professional development, and reward staff who are involved, are more likely to create the conditions that facilitate change.
The cases also indicate that broader, well-considered use of online environments and multimedia does have the potential to enrich assessment and learning. In particular, it enables the efficient delivery of more formative assessment approaches that can lead to more immersive engagement and deeper understandings. To foster the best possible use of such technologies, institutions need to attend to a number of aspects critical to successful use. First, policies that focus on extended use of digital and online technologies need to be developed. Second, technical and administrative systems that reinforce traditional assessment practices and academic culture need to be overhauled. Third, operational plans for enacting policy across the institution need to be drawn up and implemented. Finally, targeted, just-in-time professional development programs and technical support need to be delivered.
A further implication of the cases discussed is that if institutions create a climate where staff feel they can take risks in implementing innovation, changes in teaching practice including assessment are more likely to occur. Related to this is the need for students to be made aware that an innovative approach is being trialed and that, if any difficulties arise, their academic results will not be compromised.
While further research is needed to corroborate the commonalities that arose in the cases reported, the indications are that more could be done at an institutional level to foster the development of reflective practitioners by encouraging emphasis on innovations in assessment practice.
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