Changing technologies and assessment redesign

Factors impacting implementation and participation

Abstract

This project reviewed current assessment practice across a School at a large University in Melbourne through analysis of student Course Experience Surveys (CES), desktop analysis of course guides, teacher interviews and student focus groups. Based on the findings, targeted resources were designed and professional development activities delivered to teachers to improve assessment and feedback processes in an environment of changing educational technology contexts. Analysis of qualitative CES data identified the most significant issues with assessment design and implementation, and this was used as a reference point and in communication with teachers to promote an understanding that assessment design impacts student learning and achievement.

The development of resources and delivery of professional development activities to improve assessment design were undertaken during a period of significant technological change at the University. A new Learning Management System (LMS) was implemented and all courses were required to have an online presence and comply with a set of guidelines. The impact of this significant change on academics and students was examined to determine whether institutional technology implementation facilitates or hinders efforts to improve assessment and feedback processes in the context of learning and teaching practice.