Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?
As the result of the September 4th 2010 Canterbury earthquake and associated aftershocks on February 22nd 2011 and June 13th 2011, final examinations in the two 100 level economics papers at Canterbury University were cancelled at short notice in semester one 2011. The final examination weightings were spread over the remaining assessments to obtain a final grade for students. This paper attempts to establish how different online assessment conditions affect final grade distributions when online assessments are substituted for an invigilated final examination. Pearson correlation coefficients and Spearman rank order correlation coefficients are used to show that there is a greater correlation between online quizzes and invigilated assessments when those quizzes are only available for a restricted period of time, compared to the whole semester. We find that online quizzes are more closely correlated with invigilated assessments when the first attempt at a quiz is recorded, as opposed to the highest of two attempts. We also find that using the first attempt leads to less grade disruption when compared to a “normal” semester that includes a final examination. Finally, the actual impact on student grades when online quizzes are substituted for a final examination is discussed.
Showing items related by title, author, creator and subject.
The applicability of batch tests to assess biomethanation potential of organic waste and assess scale up to continuous reactor systems Qamaruz Zaman, Nastaein (University of Canterbury. Civil and Natural Resources Engineering, 2010)Many of the current methods of assessing anaerobic biodegradability of solid samples require sample modification prior to testing. Steps like sample drying, grinding, re-drying and re-grinding to 2mm or less make the test ...
Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments Dixon, K. (University of Canterbury. Department of Accounting and Information Systems, 2011)Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as well as of producing deeper learning of various ...
Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments Dixon, K. (Munich Personal RePEc ArchiveUniversity of Canterbury. Department of Accounting and Information Systems, 2011)Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as well as of producing deeper learning of various ...