Assessment strategies to support higher level learning in blended delivery

Abstract

A level 6 module was developed in order to implement innovative assessment strategies and encourage higher level learning. The module tutor (one of this paper's authors) was seconded from teaching duties (40%) to the University's academic development unit to work on the module transformation. The rationale for the redesign of the assessment strategy was to enhance the student learning experience whilst taking an innovative approach to computer aided learning and assessment. Information technology enabled assessment strategies and ways of using computer based assessment in higher level learning were examined. The redesigned module has been delivered two years running, and the students' experience of the module evaluated following the final taught session each year. This paper outlines the experiences of the learners and the tutor and considers the potential for future development of blended learning and assessment.

Integrative Approaches to Sustainable Development at University Level

“…As highlighted by Garrison and Kanuka (2004) blended learning offers transformative potential for students by supporting active and meaningful learning. While many authors have outlined the benefits of online learning others have questioned whether technological methods are indeed solutions to enhancing learning (Purvis et al 2011) or appropriate for enhancing the learning outcomes (Barnes 2000). Some suggested that the key to successful use of technology for learning is to implement an effective pedagogy within the learning environment (Williams 2002) and to focus on the specific design of the course and the development of tutor facilitating skills (Hughes and Daykin 2002).…”

The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice

“…Flexibility, increased motivation, depth of understanding and critical thinking were commonly reported advantages of technology driven assessment (Purvis, et al, 2011;Shih, 2011;Wyllie, 2010). The necessity of supporting students to develop confidence and provide guidance emerged as a common finding (Purvis et al, 2011;Wyllie, 2010;Doolan, 2011).…”

Hipatia: a hypermedia learning environment in mathematics

“…The advent of computers in schools occurred in the early 1980s; however, despite evidence that the use of digital technologies can enhance the teaching and learning of mathematics (Kaput & Hegedus, 2007;Lazakidou & Retalis, 2010, Reed et al, 2010, they are often not a mainstay in typical classroom instruction (Gross, 2002). For computer technology to be effective in classroom use, they must take into account the guidelines and activities necessary to fully support the educational process (Brown, 2009;Keengwe, Onchwari, & Wachira, 2008;Oncu, Delialioglu, & Brown, 2008;Purvis, Aspden, Bannister, & Helm, 2011;Tamar & Rivka, 2008).…”