Prof. Michelle Andipatin from the Psychology Department; and Mr Waseem Rinquest and Mr Garth van Rooyen (EMS Faculty) contacted the CIECT Instructional Designers to request eAssessment workshops. These requests were made subsequent to discussions, especially with regards to pedagogical value of the assessment tools.
Fifteen (15) lecturers (Psychology Department and EMS Faculty) attended interactive eAssessment workshops which were conducted on the 9th and 15th December 201, respectively. These workshops focused on the various assessment tools available within the Learning Management System (iKamva) and Personal Learning Environments (PLEs).
During the interactive hands-on workshops, lecturers were able to create various assessment types within iKamva, which included:
– short answer essays,
– grade book,
– assignments (online and uploadable), and
– tests and quizzes.
Furthermore, the CIECT team also demonstrated different examples of PLEs which can be used to design and develop teaching material for online delivery. These included:
– narrated powerpoint,
– screen casts, and
– digital stories.
During the workshops, both lecturers and facilitators discussed the pedagogical value for these eTools and how it can benefit the students’ learning processes.
**Furthermore, these lecturers are aware that planning in advance is crucial, prior to delivery in 2016.
**It should be noted that online assessments should be used to compliment other formative and summative assessment types throughout the academic year.
CHS Faculty: 703 Final year students continue with online examinations (week of 23 Nov – 01 Dec 2015)
Students within the CHS Faculty continued to engage and complete online exams within iKamva, specifically during the week of, 23 November- 01 December 2015.
The CIECT Team (Instructional Designers), in collaboration with lecturers (Barry Andrews, Marie Young, Warren Lucas, Anita Padmanabhanunni, Shazly Savahl, Kamal Kamaloodien and Anna-Marie Beytell) – deliberated on the selection and application of the specific eAssessment tools for their final year students. This critical support included face-to-face meetings, telephonic and email support.
It should be noted that in total 703 students from the Psychology, Sport Sciences and Social Work Departments successfully engaged in online exams, which included Multiple Choice and Short Answer question types. Students were able to access and complete the exams from different geographical locations both on (using the lab facilities) and off-campus.
NB: It should be noted that these exams complimented other formative and summative assessment types throughout the academic year.
“A key point of note … is that it is the learning and assessment design that is the driver for change rather than the technology” (Nicol, 2007). “Improving the quality of the student learning experience is a key issue in the higher education sector, and it has been widely recognised that e-assessment can contribute to this” (Dermo, 2009). “Looking at the feedback from … students, we can conclude that on the whole they are ready and willing to take part in e-assessment as part of their university studies” (ibid).