Abstract
Format of the roundtable. The roundtable discussion will focus on current approaches to addressing risks related to contract cheating, identifying assessment modes through business intelligence (BI) reporting and redesigning assessments for assurance of learning. Participants will consider how their curriculum management strategies can mediate risk for academic dishonesty and other issues of poor constructive alignment.
Context/background. Assessment needs to provide an authentic, trustworthy representation of student achievement (Bond & Docky, 2010). The referenced academic essay poses a most salient risk to academic integrity (Brown, 2010). Online “paper mills” remain problematic and largely unresolved in policing compliance. Access to assessment data is necessary to identify and review academic integrity risks.
Point for debate/focus of the work-in-progress/topic for discussion. A digitised curriculum management system can provide considerable assistance in identifying those courses assessed through traditional methods, placing a university at high risk for contract cheating. Accessing BI provides university administrators instant access to data relating to the threat from non-authentic, traditional assessment tasks. The presentation will then suggest concrete strategies for modifying assessment and exploring the constructive alignment of learning outcomes
more broadly.
Intended outcome. Participants will explore the availability of rich data within their curricular systems to mediate these risks and will be encouraged to explore these options by engaging with colleagues to facilitate a community of practice.
References. Boud, D., Dochy, F, 2010. “Assessment 2020. Seven Propositions for Assessment Reform in Higher Education.” Australian Learning and Teaching Council. www.assessmentfutures.com.
Brown, G. (2010). The Validity of Examination Essays in Higher Education: Issues and Responses. Higher Education Quarterly, 64(3), 276-291.
Context/background. Assessment needs to provide an authentic, trustworthy representation of student achievement (Bond & Docky, 2010). The referenced academic essay poses a most salient risk to academic integrity (Brown, 2010). Online “paper mills” remain problematic and largely unresolved in policing compliance. Access to assessment data is necessary to identify and review academic integrity risks.
Point for debate/focus of the work-in-progress/topic for discussion. A digitised curriculum management system can provide considerable assistance in identifying those courses assessed through traditional methods, placing a university at high risk for contract cheating. Accessing BI provides university administrators instant access to data relating to the threat from non-authentic, traditional assessment tasks. The presentation will then suggest concrete strategies for modifying assessment and exploring the constructive alignment of learning outcomes
more broadly.
Intended outcome. Participants will explore the availability of rich data within their curricular systems to mediate these risks and will be encouraged to explore these options by engaging with colleagues to facilitate a community of practice.
References. Boud, D., Dochy, F, 2010. “Assessment 2020. Seven Propositions for Assessment Reform in Higher Education.” Australian Learning and Teaching Council. www.assessmentfutures.com.
Brown, G. (2010). The Validity of Examination Essays in Higher Education: Issues and Responses. Higher Education Quarterly, 64(3), 276-291.
| Original language | English |
|---|---|
| Pages | 19 |
| Publication status | Published - Jun 2022 |
| Event | The Higher Education Research and Development Society of Australasia Annual Conference - Melbourne, Australia Duration: 27 Jun 2022 → 30 Jun 2022 https://conference.herdsa.org.au/2022/ |
Conference
| Conference | The Higher Education Research and Development Society of Australasia Annual Conference |
|---|---|
| Abbreviated title | HERDSA |
| Country/Territory | Australia |
| City | Melbourne |
| Period | 27/06/22 → 30/06/22 |
| Other | HERDSA 2022 will inspire: drawing together experience, analysis and insight in a rapidly changing environment. The disruption of the global pandemic has challenged our assumptions and prompted deep reflection and creative solutions. We are changing the way we work, learn and interact, but we are building from strength. HERDSA is a scholarly society committed to the advancement of higher education and promoting the development of policy, practice and the study of teaching and learning. Research and development in higher education, in which we are all involved, is the foundation of learning that equips students to flourish in a changing world. HERDSA 2022 is the place to meet your colleagues and debate the latest ideas in higher education. Showcasing contemporary practice, HERDSA 2022 will combine vibrant face-to-face and virtual streams to welcome participants wherever you are to friendly and collegial activities. The physical conference will be held at the Melbourne Convention and Exhibition Centre, conveniently located on the banks of the iconic Yarra River in South Wharf. Only 20 minutes from Melbourne Airport, and close to trains, trams and buses. |
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