Hot off the press is the ANU Planning and Performance Measurement’s Analytic Report on findings arising out of the Semester 1 surveys.
Along with a myriad of poignant principles which point to the improved design and delivery of remote education in Semester 2, 2020 and beyond, there was one paragraph that struck a distinctive chord:
“It is perhaps unsurprising that coursework student and teacher perceptions of remote education quality are influenced by how well remote assessment is handled, as well as feelings of being supported by other people in the organisation… the qualitative comments from the report suggest that getting remote assessment right is a signal that teachers are adapting to the remote education context, giving the coursework student community confidence in the quality of their education. Further, being able to get help when it is needed enables students and teachers to be successful in their remote education practice. This indicates that remote education support infrastructure is an influential part of perceptions of education quality.”
As we know, and these results confirm, assessment approaches are critical in constructively aligning learning and teaching objectives.
If you are interested in building your assessment repertoire there’s no better start than the eBook Remote Assessment – principles, ideas and resources – found within the Teaching Remotely Wattle page
The eBook was compiled to meet the needs of teachers during campus close downs and travel restrictions. From a local perspective, the resource serves as a central reference point for you to get ideas and methods for effective remote assessment that meets assessment principles of validity, fairness and reliability.
Tim Grace is the Manager of the Education Communities and Environments (ECE) team – one of the three teams within the ANU Centre for Learning & Teaching (CLT).