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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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 - Does NOT include content added after October 2018:	Learning and Teaching Institute
Page Range:	159-167
Depositing User:	Users 4 not found.
Date Deposited:	26 Apr 2010 15:28
Last Modified:	19 Mar 2021 01:01
URI:	https://shura.shu.ac.uk/id/eprint/1719

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