This session will explore the idea of a holistic digital assessment strategy that aims to enable rich authentic assessments (Crisp, 2019) that are critical in accrediting graduates that are work-ready for the twenty first century. Students are increasingly expecting that contemporary tools are deployed that enables a learning experience in line with practices already pervasive in the work and social world they inhabit. A preference for the use of computers for exams has been found at other Australian universities (Hillier 2015, Hillier, Grant & Coleman 2018, Hillier & Lyon 2019). A consistent digital education experience that brings learning activities, progressive and summative assessment into alignment needs to be achieved across a range of contexts. This includes in labs, classrooms, exam halls and off-campus contexts. This must be delivered in a manner that is technically and financially sustainable. Such assessment solutions must also cater for a future where program wide micro and macro analytics of student performance will be strategically significant to the success of higher education institutions in an increasingly competitive global market.
|Place of Publication||Melbourne|
|Publisher||Swinburne University of Technology|
|Media of output||Online|
|Publication status||Published - 2019|