- why should their students work with e-tools? Are we having to cajole too much;
- what rules of engagement do we have for on-line work?
- ensure a mix of technologies - face-to-face, mobile and on-line, to engage all learners;
- how do we engage learners as a group to own tasks?
- what are the differences between group and individual feedback/assessment?
- can we use wikis or blogs as a record of achievement?
- can we use wikis or blogs to engage nervous learners?
Pam T rightly noted that e-assessment is part of a holistic approach to curriculum design, focused around a rationale.
The students should be action-planning after the session about...
- In what ways, if any, do you use online assessment methods with your students? These might be diagnostic, formative or summative, and may include approaches to plagiarism management, feedback or assessment of learning. What are the pros and cons here?
- Have you received any comments/other feedback from students (or team members) on assessment methods on a particular module or programme? If so, what form did this take and how might it help you plan for the future? If not, how might you best get some feedback to inform future planning?
- In what ways do you plan to use online assessment methods in the future? What would be facilitators/barriers to doing this?
- What one online assessment development would you be willing to share with others in the group? Or ideas for a development?
- Develop a brief on-line assessment rationale for one of your modules. Think about the specific tasks that you ask your students to do and the on-line assessment methods that might support them.
- Post your rationale on the Programme wiki on Blackboard, and critique that which has been posted by your partner for this task.