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dc.contributor.authorTerrell, J.
dc.contributor.authorSnell, D.
dc.contributor.authorHaines, Karen
dc.contributor.authorSchwenger, Bettina
dc.contributor.authorSmith, M.
dc.contributor.authorHay, D.
dc.date.accessioned2018-02-21T22:57:17Z
dc.date.available2018-02-21T22:57:17Z
dc.date.issued2016-10-31
dc.identifier.urihttps://hdl.handle.net/10652/4107
dc.description.abstractRESEARCH OBJECTIVES: This project is intended to provide a practical resource to support tertiary teachers to develop varied and appropriate online assessment practices that are valid, reliable and transparent. METHODOLOGY: Getting assessment right is critical in supporting students’ learning and ensuring their retention and success. Online teaching and assessment in some form is now a mandatory component of the workload of many teachers in tertiary education, and one that is only likely to increase in size and significance. Tertiary teachers are increasingly expected to assess students using online tasks and tools and frequently adapt these from traditional methods. Effective online assessment can offer a range of benefits to both students and teachers including more interactive assessment and feedback, increased efficiency and reduced workload, the ability to meet the needs of increasingly diverse learners, and the opportunity to use new technical and pedagogical skills. Guided by a review of the literature, the team identified key elements of effective online assessment practice, and of support for tertiary teachers to develop the requisite technological and pedagogical skills. Tertiary teachers planning to introduce online assessment may dip into the guidelines, or use the OATS, at any point in their planning or design for assessment. While all four sections and Appendix of the guidelines are connected, each section can also stand alone. Similarly, teachers may usefully complete the OATS without reference to the guidelines. One way to use the guidelines and OATS together is to begin by completing the OATS in order to identify which online tools may be appropriate to a particular assessment context, and to then find out more about those tools by reading the relevant sections of the guidelines. AKO website title: Getting it right : guidelines for online assessment in New Zealand tertiary contexts This project was funded through the Ako Aotearoa Regional Hub Project Fund 2016.en_NZ
dc.language.isoenen_NZ
dc.publisherAko Aotearoa National Centre for Tertiary Teaching Excellenceen_NZ
dc.relation.urihttps://akoaotearoa.ac.nz/download/ng/file/group-4/getting-it-right-guidelines-for-online-assessment.pdfen_NZ
dc.subjecttertiary educationen_NZ
dc.subjectonline assessmenten_NZ
dc.subjectonline supporten_NZ
dc.subjectappsen_NZ
dc.subjectblogsen_NZ
dc.subjecte-Portfolios in Googleen_NZ
dc.subjecte-Portfolios in Moodleen_NZ
dc.subjecte-Portfolios in WordPressen_NZ
dc.subjectwikisen_NZ
dc.subjectNotability (App)en_NZ
dc.subjectShowbie (App)en_NZ
dc.titleGetting it right : guidelines for online assessmenten_NZ
dc.typeOtheren_NZ
dc.date.updated2017-12-19T13:30:22Z
dc.subject.marsden130304 Educational Administration, Management and Leadershipen_NZ
dc.identifier.bibliographicCitationTerrell, J., Snell, D., Haines, K., Schwenger, B., Smith, M., & Hay, D. (2016). Getting it right: Guidelines for online assessment. Wellington: Ako Aotearoa National Centre for Tertiary Teaching Excellence. Retrieved from https://akoaotearoa.ac.nz/research-register/list/getting-it-right-guidelines-online-assessment-new-zealand-tertiary-contexts.en_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage71en_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms60016en_NZ
unitec.publication.placeWellington, New Zealanden_NZ


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