Don't Throw the Student out with the Bathwater: Online Assessment Strategies Your Class Won't Hate

Autor/inn/en	Johnson, Stuart; Maclean, John; Vozzo, Raymond F.; Koerber, Adrian; Humphries, Melissa A.
Titel	Don't Throw the Student out with the Bathwater: Online Assessment Strategies Your Class Won't Hate
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 3, S.627-638 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maclean, John) ORCID (Humphries, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1998687
Schlagwörter	Computer Assisted Testing; Evaluation Methods; Student Attitudes; STEM Education; Educational Technology; Student Satisfaction; Learner Engagement; College Freshmen; Cheating; Mathematics Education + Suchen Sie Ihr Suchwort? Schülerverhalten; STEM; Unterrichtsmedien; Studienanfänger; Prellen; Mathematische Bildung
Abstract	STEM educators have taken on a new and radically different reality: that students will have access to online tools and online knowledge as they undergo assessment. Students may look up facts that are easily available online, employ online tools and also employ paid services to cheat. The first wave of novel assessment strategies devised in response to this new reality was online invigilation measures that were often either ineffective or widely hated by students. This paper considers two frameworks for effective online assessment in the modern era: a framework for question design in STEM and a framework for the structure of assessment. The framework for question design discusses methods to discourage the use of online tools and calculators to simply obtain answers and methods to detect contract cheating. The framework for assessment structure discourages cheating while managing to increase student satisfaction and engagement with content: we present a case study from a cohort of 113 first-year university students of adapted assessment strategies with no identified paid cheating, well-differentiated student results and large-scale positive student feedback. Our key contribution is to identify simple and effective steps to assess students fairly in an online environment, without empowering or motivating them to cheat. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01