Developing a Prototype to Scale up Digital Support for Online Assessment Design

Cram, A; Raduescu, C; Zeivots, S; Smolansky, A; Kizilcec, RF; Huber, E

Developing a Prototype to Scale up Digital Support for Online Assessment Design

Cram, A Raduescu, C Zeivots, S

Smolansky, A Kizilcec, RF Huber, E

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Publisher:: ASSOC COMPUTING MACHINERY
Publication Type:: Conference Proceeding
Citation:: L@S 2023 - Proceedings of the 10th ACM Conference on Learning @ Scale, 2023, pp. 393-397
Issue Date:: 2023-07-20

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Field	Value	Language
dc.contributor.author	Cram, A
dc.contributor.author	Raduescu, C
dc.contributor.author	Zeivots, S https://orcid.org/0000-0001-5450-2530
dc.contributor.author	Smolansky, A
dc.contributor.author	Kizilcec, RF
dc.contributor.author	Huber, E
dc.contributor.editor	ACM,
dc.date	2023-07-20
dc.date.accessioned	2024-07-03T00:40:49Z
dc.date.available	2024-07-03T00:40:49Z
dc.date.issued	2023-07-20
dc.identifier.citation	L@S 2023 - Proceedings of the 10th ACM Conference on Learning @ Scale, 2023, pp. 393-397
dc.identifier.uri	http://hdl.handle.net/10453/179698
dc.description.abstract	Educators rarely have access to just-in-time feedback and guiding heuristics when designing or updating assessments in higher education. This study describes the initial development process for an automated support system for designing high-quality online assessments. We identify key elements to embed in this digital artifact to offer just-in-time support for educators to design and evaluate their online assessments. We follow a design science approach in six stages, because it simultaneously generates knowledge about the method used to develop the artifact and the design of the artifact itself. Specifically, we focus on the early stages of problem identification, solution objectives, and initial conceptual design. After reviewing multiple assessment models and frameworks, we discuss a recent framework for evaluating and designing high-quality online assessments, consisting of ten design and contextual elements. This framework underpins the proposed solution which is a digital artifact that encourages consideration of alternate forms of assessment while retaining the flexibility to operate within individual educators' design practices and contexts. We expect the proposed system to help educators and instructional designers to better understand the strengths and weaknesses of their assessments, consider alternate forms of assessment, and incorporate the system into their assessment design process.
dc.language	en
dc.publisher	ASSOC COMPUTING MACHINERY
dc.relation.ispartof	L@S 2023 - Proceedings of the 10th ACM Conference on Learning @ Scale
dc.relation.ispartof	10th ACM Conference on Learning at Scale (L at S)
dc.relation.isbasedon	10.1145/3573051.3596194
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Developing a Prototype to Scale up Digital Support for Online Assessment Design
dc.type	Conference Proceeding
utslib.location.activity	DENMARK, Univ Copenhagen, Copenhagen
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	in_progress	*
dc.date.updated	2024-07-03T00:40:47Z
pubs.finish-date	2023-07-22
pubs.publication-status	Published
pubs.start-date	2023-07-20

Abstract:

Educators rarely have access to just-in-time feedback and guiding heuristics when designing or updating assessments in higher education. This study describes the initial development process for an automated support system for designing high-quality online assessments. We identify key elements to embed in this digital artifact to offer just-in-time support for educators to design and evaluate their online assessments. We follow a design science approach in six stages, because it simultaneously generates knowledge about the method used to develop the artifact and the design of the artifact itself. Specifically, we focus on the early stages of problem identification, solution objectives, and initial conceptual design. After reviewing multiple assessment models and frameworks, we discuss a recent framework for evaluating and designing high-quality online assessments, consisting of ten design and contextual elements. This framework underpins the proposed solution which is a digital artifact that encourages consideration of alternate forms of assessment while retaining the flexibility to operate within individual educators' design practices and contexts. We expect the proposed system to help educators and instructional designers to better understand the strengths and weaknesses of their assessments, consider alternate forms of assessment, and incorporate the system into their assessment design process.

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http://hdl.handle.net/10453/179698