Cost-effective, scalable online assessment solutions to assure academic integrity, privacy and equity of access: Towards a framework for success

Abstract

In the context of the rapid transition to fully on line teaching and learning, the ABDC commissioned a project into online assessment in higher education in Australia. This report summarises the findings of that project, providing current evidence about the forms of online assessment in use in undergraduate and postgraduate business courses at Australian ABDC member institutions, and developing a framework to guide best-practice decision-making about online assessments. We based our investigations on five design considerations for online assessments: the assessments must assure academic integrity, allow for the provision of quality feedback, support a positive learning experience for students, assure the integrity of student information and be delivered so that all enrolled students have an equal chance to complete the assessment successfully. Using input from a comprehensive literature review, the results of a survey of educators, and focus group discussions, we have extended these considerations to include authenticity. Our analysis confirmed that scale of delivery and resource limitations are broader and interrelated contextual factors that influence decisions about assessment design. These contextual factors also include institution policies and accreditation requirements. This report contains summary information about the assessment types in use in business disciplines within Australia. We found that most survey respondents used written assessments and online exams/ quizzes, with more than half also reporting that they used live or recorded presentations. The report also summarises the constraints and trade-offs identified in focus group discussions. The outputs of this project include a summary diagram to assist future educators and accreditors in applying our framework of design criteria for online assessment solutions, and a description of our online portal that will enable our project to be current beyond 2022, as academics access our framework and share their best practice assessment designs. We conclude this report with our recommendations as to the way forward for future educators, researchers and peak funding bodies.