Computer based exams are becoming more popular as a means of formative, continuous and summative assessment. With increasing time constraints on academic staff to provide timely feedback to large numbers of students (class size greater than 50) and a genuine demand from students to receive timely feedback, innovative and creative assessment methods are now required.
Creating and implementing computer based examinations is only one part of the solution to large classroom assessment, the second which is of equal importance is the creation of new policy documentation to support a change of assessment practice in the HE sector.
Upon the success of implementing computer based examinations across seven different first year science programmes at WIT (formative & summative), we realized, in order to share this best practice (formally) to the wider academic community the most efficient way was to create a institutional policy document to guide and support others who wish to adopt CBE.
Here, we discuss how CBE policy is required to guide new forms of assessment from a variety of perspectives: administration,facilities,security,technological setbacks, examination design, staff (internal & external examiners/ invigilators) and students. We discuss the role and responsibilities of the interdisciplinary team members who are involved and contribute to implementing new CBE practice and policy development. We recommend that some or all of the following unique factors should be considered when writing new CBE policy documents: assessment type, examination design, security, preparation of CBE, administration and invigilation. We also recommend a process procedural note should furnish to any new CBE policy document to ensure best practice of CBE achieved and maintained within the HE sector.
Topics: Assessment and Feedback in a Digital Age , Topics: TEL Policy and Strategy
