Monthly Archives: November, 2015

CHS Faculty Students: Online Exams during week, 16 – 20 November 2015

CHS Faculty students engaged and completed online exams within iKamva, specifically during the week of, 16 – 20 November 2015.

The CIECT Team (Instructional Designer), in collaboration with the lecturers (Maria Florence, Juliana Willemse, Melitah Selenga, Susan Bassett) – deliberated on the selection and application of the specific eAssessment tools. Support by the Instructional Designer also included the creation and development of the online exams.

This critical support entailed online and offline communication, including: face-to-face meetings (off-campus venues); and telephonic and email support.

It should be noted that 735 students from the Psychology, Nursing and Sport Sciences Departments successfully engaged in online exams, which included various question types:

·         Multiple Choice – single and multiple correct
·         Matching
·         Fill-in-the blank
·         Short-answer questions

Furthermore, it should be noted that these exams complimented other formative and summative assessment types throughout the academic year.

As Vonderwell, Liang, and Alderman (2007) indicated, assessment (whether formative or summative) in online learning contexts encompasses distinct characteristics as compared to face-to-face contexts particularly due to the asynchronous nature of interactivity among the online participants (the teacher and learners). Therefore, it requires educators to rethink online pedagogy in order to achieve effective formative assessment strategies that can support meaningful (higher-order or deep) learning and its assessment (Gikani et al., 2011).

Contact the CIECT Team to set-up your eAssessment environment.

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“Online Assessment eTools” used by lecturers across disciplines

Lecturers across various Faculties make use of the online Assessment eTool, comprising of various question types, within the institutional Learning Management System (LMS), iKamva:
– Multiple-Choice Questions (MCQs),
– True-and-False,
– Short Answer Essay,
– Numeric Response,
– Survey,
– Fill-in-the-blank, and
– Matching.

The eAssessment tool is mainly used to assess students’ knowledge related to course material; discipline specific concepts; and the application of specific referencing techniques.

A lecturer is able to set-up an online assessment environment, selecting various question types. Furthermore, the environment can be set-up for formative evaluation (continuous evaluation mainly related to content); and/or summative evaluation (formal term tests and open-book exams).

Lecturers and students are able to receive automated results (grades) in ‘real-time’. In addition, lecturers are able to provide feedback/comments to individual students with regards to their grades and contributions.

Following are examples of various assessment methods used by lecturers across Faculties, within iKamva:

The Psychology Department (approximately 8 lecturers) – has implemented an online term test. Students (1st, 2nd and 3rd year levels) are able to complete the test during a period of two weeks (asynchronously). This assessment method enables the lecturers to manage large classes; especially with regards to the manual grading of scripts.

English for Educational Development (EED) lecturers have also engaged in setting term tests for revision purposes. In this case, a lecturer has specifically setup the environment for students to reflect on their knowledge related to class and tutorial sessions (for Law students engaged in the EED Programme). This methodology is also implemented in the Labour Law Module.

Accounting students also engage in numerous online class tests. Students are restricted to a synchronous method (specific computer lab environment).

Students engaged in the Interdisciplinary Health Promoting (IHP) Programme, complete online tasks, making use of the ‘tests and quizzes’ eTool within iKamva. Hence, students from CHS and Dentistry are expected to read articles related to specific topics; and complete related online activities.

In terms of assessment, research indicates that “[i]n recognition of the limitations of traditional university assessment, there is a new wave of pedagogy advocating ‘alternative assessment’ in which assessment is integrated with learning processes and real-life performance as opposed to display of inert knowledge” (McLoughlin & Luca, 2001:421). This, it should be emphasised, constitutes a “form of authentic assessment [that] is solidly based on constructivism, which recognises the learner as the chief architect of knowledge building” (McLoughlin & Luca, 2001:421).

Contact the CIECT Team to set-up your eAssessment environment.