Assessment hurdles in core first year courses in Australian universities: Are we trying to catch out students?

Suri, Harsh; Krishnan, Siva

doi:10.1080/02602938.2019.1632795

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…A variety of assessment approaches are regularly used within business education including essay, report, individual and team assessment, as well as exams. Before 2020, in most ANZ Business schools, end of term high stake closed book in-person invigilated exams were commonly used for the following reasons: to minimise unauthorised collusion or contract cheating; to meet the requirement of accreditation bodies for authenticating that the assessed work has been done by the relevant student; to assure learning of knowledge from all the topics taught in the unit while maintaining efficiency in marking time (Suri & Krishnan, 2020). At the same time, an increasing number of Business educators are also opting for authentic assessment tasks (Biggs & Tang, 2011) aimed at assuring development of higher order thinking and transferable skills that are essential in workplace (Succi & Canovi, 2019;McMurray, Dutton, McQuaid & Richard, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…Most Australian and New Zealand (ANZ) Business schools entered 2020 with prior experiences of teaching online. However, a prevalence of end of term, high stakes, inperson invigilated exams in ANZ business schools (Suri & Krishnan, 2020) posed significant challenges. ANZ Business schools are typically characterised by large class sizes and a significant proportion of international students.…”

Section: Introductionmentioning

confidence: 99%

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Learning from COVID-19 to futureproof assessment in Business Education

Barker¹,

Suri²,

Gregory³

et al. 2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID-19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning from COVID-19 to futureproof assessment in Business Education

Barker¹,

Suri²,

Gregory³

et al. 2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

Self Cite

View full text Add to dashboard Cite

show abstract

“…Assessment is a major constituent of academic learning processes, and teaching and learning outcome focus heavily on it. The consequence of that focus is that assessment has the potential to drive student learning (Suri & Krishnan, 2019). For most students, according to James et al (2002), "assessment requirements literally define the curriculum" (p. 7); therefore, it provides a means by which teaching academics can help guide student learning and engagement to maximize the learning potential it harbors.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Teacher vs. Learner-Assessment Activities on the Iranian Intermediate EFL Learners’ Writing Ability

Movahedi

Kiasi

2021

IJREE

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The present study sought to investigate the effectiveness of teacher versus learner assessment activities on the Iranian intermediate EFL learners' writing ability. In order to find an answer to the questions of this research, 30 intermediate students from Zaban Iran Language Institute in Rasht, Iran were selected via administering Solutions Placement Test (SPT). Next, they were divided into three groups of 10. Learners were randomly assigned into two experimental groups of peer assessment and self-assessment, and one control group, teacher assessment. A pre-test of writing was then administered before the groups received 8 sessions of treatment through peer, self-, and teacher assessment techniques. After the treatment period, a posttest of writing was administered to all groups. The results of descriptive and inferential analyses revealed that the peer assessment group attained the highest scores on the writing test, and a statistically significant difference among the effects of the teacher assessment, peer assessment, and selfassessment on Iranian Intermediate EFL students' writing ability was reported. Also, the group using teacher assessment technique attained higher scores than the group that used the self-assessment technique. The implications of this study can be considered for EFL teachers, learners, materials developers, and syllabus designers.

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