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Using cross-disciplinary action learning sets when designing online assessment

By Meg O\u27Reilly

Abstract

The drive to find appropriate ways to integrate online technologies into assessment has come about within Australian higher education as a consequence of widely held aspirations to remain competitive in the global marketplace. An action research initiative at Southern Cross University reported in this paper suggests both extrinsic and intrinsic reasons why academics considering online assessment may or may not follow through with immediate implementation. More specifically, a crossdisciplinary action learning set in the case study presented has shown benefits in approaching educational design as a cyclical, collegial, creative and reflexive process for planning, implementing and evaluating online assessment

Topics: online assessment, educational design, action learning, action research, Educational Assessment, Evaluation, and Research, Higher Education Administration, Instructional Media Design
Publisher: ePublications@SCU
Year: 2003
OAI identifier: oai:epubs.scu.edu.au:tlc_pubs-1029
Provided by: ePublications@SCU
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