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Implementing Institutional Online Assessment – Addressing the Challenges

  • Esyin Chew
  • Norah Jones
  • Haydn Blackey
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6248)

Abstract

This paper provides a case study of a challenging institutional adoption of online submission and assessment. The paper reports on the way in which an institutional strategy and underpinning principles at the University of Glamorgan was implemented, highlighting both good and constructive lessons learnt. A to-do list (what is working) and ‘not to-do list’ (what is not working) for engaging staff with online submission and assessment is presented.. Seven evidence-based good practices, and the educational ethos for the centralised support team for supporting online submission and assessment, are discussed as an attempt to remove both the internal and external barriers of staff engagement. The findings of this case study show that positive engagement with academics is being achieved. Glamorgan’s experience is discussed to provide insights which can be compared and contrasted with experiences in other institutions to inform others who are attempting similar developments while enhancing what we are doing from the feedback on the papers from others in the same or similar environments.

Keywords

Online Assessment Blended Learning Technology Enhanced Learning Institutional Policy Academic Engagement 

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Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • Esyin Chew
    • 1
  • Norah Jones
    • 1
  • Haydn Blackey
    • 1
  1. 1.Centre for Excellence in Learning and Teaching (CELT)University of GlamorganUnited Kingdom

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