Open book exams are, in general, more authentic as assessment tasks. They mimic real world conditions better, and can side-step the memorisation-regurgitation of information for which closed-book exams are notorious. But how do you get them right?
How can you use SPARKPLUS to ensure fairness and equity in group work? Find out more with this recap from this year’s LX.lab Technology Showcase.
Here are five ways to improve the assessment process for both you and your students...based on the real experiences of five UTS academics.
How do we talk about access requirements for mental health, and why is this important?
Raw marks and descriptive statistics are poor guides to what students do and don’t understand in a quiz. Item analysis helps you dive deeper and discover which questions students struggle with.
On average, how many emails do you get from students complaining about group work? How much time do you spend dealing with issues of student collaboration, accountability and time management? If this sounds familiar, you should try introducing students to collaborative platforms for their group assessments.
A recent seminar at UTS revealed that assessment design is part of the solution to contract cheating.
It's relatively easy to cheat on online quizzes. Introducing randomisation can make it much harder.
More on some handy tools for data management in your subject...