Strategies for coping with unexpected uptake of CBA

HEPPLESTONE, S. and HELM, P. (2003). Strategies for coping with unexpected uptake of CBA. In: CHRISTIE, J., (ed.) Proceedings for 7th CAA Conference 2003. Loughborough, Loughborough University, 159-167.

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Official URL: http://www.caaconference.co.uk/pastConferences/200...

Abstract

Sheffield Hallam University (SHU) has used the virtual learning environment (VLE), Blackboard since February 2001. The academic year of 2002-03 has seen an unexpected growth in the use of online assessments. The University's Learning, Teaching and Assessment strategy seeks to actively encourage the appropriate use of C&IT in teaching and learning in order to provide flexible learning opportunities for a diverse student population. Whilst SHU's assessment guidance permits the use of computer-based examinations, there are no explicit procedures and code of practice for staff to follow should they wish to introduce Computer Based Assessment (CBA) into their course design. This paper will explore the issues that arise when unexpectedly large numbers of staff avail themselves of an easy to use virtual learning environment with a built-in assessment system. There are both tensions and opportunities in this situation and we will describe successes as well as things which could have gone better.

Item Type: Book Section
Research Institute, Centre or Group: Quality Enhancement and Student Success
Related URLs:
Depositing User: Sarah Ward
Date Deposited: 26 Apr 2010 16:28
Last Modified: 26 Apr 2010 16:28
URI: http://shura.shu.ac.uk/id/eprint/1719

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