Abstract

COVID-19 caused substantial change in learning and teaching in higher education. In this article we explore how assessment changed in the initial semester of emergency remote teaching in an Australian university. Seventy academics responsible for courses (unit of study), representing a wide array of disciplines, completed an online survey at the end of the semester in June 2020. They answered questions regarding their experiences and actions in shifting their course online from face-to-face delivery at the point of the pivot online. A mixed methods approach identified that most academics did not change the composition and relative weighting of their assessment in response to the pivot. The dominant strategy was to translate existing on-campus assessment into an online format. The research provides insight into disciplinary norms for assessment and, we argue, signals how forms of assessment are valued based on their retention during a time of consequential change in pedagogy. For academics in our study, assessment was an afterthought to the more pressing focus on pedagogical interactions with students. Academic integrity matters were not a factor in their decision-making process during that initial move to remote emergency teaching. Linking assessment with pedagogy, whether online, on-campus and both, matters moving forward.

摘要

COVID-19 导致高等教育学与教发生重大变化。在本文中，我们探讨了澳大利亚大学紧急远程教学第一学期的评估如何变化。代表广泛学科的 70 名负责课程（学习单元）的学者在 2020 年 6 月学期末完成了一项在线调查。他们回答了有关他们将在线课程从面对面转向在线的经验和行动的问题。在枢轴点在线面交。一种混合方法方法发现，大多数学者并没有改变他们评估的组成和相对权重以响应枢轴。占主导地位的策略是将现有的校园评估转化为在线格式。该研究提供了对评估学科规范的深入了解，我们认为，这表明在教学法发生相应变化期间，如何根据评估形式的保留来评估评估形式。对于我们研究中的学者来说，评估是更紧迫地关注与学生的教学互动的事后想法。在最初转向远程紧急教学期间，学术诚信问题并不是他们决策过程中的一个因素。将评估与教学法联系起来，无论是在线的、校园内的还是两者兼而有之，都非常重要。在最初转向远程紧急教学期间，学术诚信问题并不是他们决策过程中的一个因素。将评估与教学法联系起来，无论是在线的、校园内的还是两者兼而有之，都非常重要。在最初转向远程紧急教学期间，学术诚信问题并不是他们决策过程中的一个因素。将评估与教学法联系起来，无论是在线的、校园内的还是两者兼而有之，都非常重要。