The role of assessment in developing potentials for student learning: multiple perspectives on undergraduate distance and online course assessment practices at an Australian university

The role of assessment in developing potentials for student learning: multiple perspectives on undergraduate distance and online course assessment practices at an Australian university

Aims:
ｷTo map current assessment practices and tasks in the
university’s undergraduate distance and online courses.
ｷTo conduct a theoretically informed analysis of those
practices and tasks.
ｷTo generate a set of evidence-based recommendations
for the refinement of those practices and tasks and the
dissemination of the findings of that analysis.

Research questions:
ｷWhat was the range of assumptions and attitudes
underpinning the academics’ assessment practices and
tasks in the selected undergraduate distance and online
courses at Central Queensland University?
ｷHow did those assumptions and attitudes create and
constrain assessment as a crucial element of student
learning?

Methodology:
The study’s methodology was centred on the planning and
enactment of a single, exploratory case study (Yin, 2002,
2003), guided by appropriate ethical procedures.

Analysis:
Gee’s (1996a, 1996b) ‘Big D/little d’ D/discourse theory
was the method used to analyse the results of the review of
the course profiles and the interview transcripts. This
method is attentive to the underpinning organising
structures as well as the ‘language bits’ that reflect
individuals’ and groups’ worldviews.

Not published, therefore no copyright restrictions.