The e-assessment Review (2010) is a named action from the e-learning Operational Plan 2009-11 (http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan); Action (A14): Develop a proposal to further investigate e-assessment

The e-assessment review is divided into a number of stages. The following covers reports and software developments and by the e-Learning Team over the next 6 months. The first part of the review aims at getting a much better understanding of e-assessment needs at the University, and mapping these back to our current software provision.  The first phase focuses primarily around the issue of online submission of assignments.

  • Software Development: Monitoring physically handed in assignments software(1): Jan 2010 to Mar 2010
  • Software Development: Enhancing the monitoring phsyical handed in assignments software to integrate with the Moodle Offline Assignment Activity(2): Mar 2010 to May 2010
  • Report: How is the assignment activity in Moodle being used at the University of Bath(3): Jan 2010 to Feb 2010
  • Software Development: Install the Moodle-TurnItIn Plug-in on Moodle Test Server(4): March 2010
  • Report: What fucntionality do staff and students want from an online submission system?(5): April 2010 to May 2010
  • Report: How are other UK KEIs managing the online submission process?(6): Mar 2010 to Jun 2010
  • Software Development: Designing a Moodle Service for online submission(7): Mar 2010 to Jun 2010
  • Report: What challenges and opportunities does Moodle 2.0 offer for our online submission models?(8): May 2010 to Jun 2010
  • Report: How is objective testing being used at the University of Bath?(9): April 2010 to May 2010
  • Report: What do staff and students want from an objective testing system?(10): May 2010 to Jun 2010

Notes

  1. Pilot the use of QR Codes (barcodes) on coversheets to record, and monitor assignments being submitted physically by students
  2. This software development integrates the monitoring physical handed in assignment with Moodle so staff can provide feedback to students and use the Moodle gradebook even though the assignments have been submitted manually
  3. This report will include Moodle statistics to answer the following questions; during Semester 1, 09/10, how many Moodle courses contained an assignment activity, and how many assignments where submitted? After identify the usage of the tool, the report will outline a number of different models being used at the University to manage the online assessment submission.
  4. The aim is to install the Moodle – TurnItIn plug-in on the Moodle Test Server. The intention is to enable us to identify what it offers, what might be the support and service implications of providing the integration, how might it impact on current practice, and enable other key stakeholders, ie., the Library, to assess the tool.
  5. This report will be based on a number of small focus groups with key stakeholders, staff (lecturers, administrators), students, and other professional services
  6. This report will review how other UK HEIs manage online submissions. This will include data collection via Heads of e-Learning, JISC Reports, and visit to a number of other institutions. The aim is to identify what lessons we might learn from others, and what is viewed as best practice
  7. This development will include discussions with other Moodle UK HEIs to identify how they have designed robust, resilience services to handle a large number of online submissions.  This will combine with our current commitment (outlined in the Moodle Development Plan) to enhancing our back up and archive policy
  8. This report will review the Moodle 2.0 install on our test server to investigate the likely impact on our current recommended good practice.
  9. This report will start to collect case studies and experiences of how people have been using objective tests (formative and summative) using Moodle, other online systems, and classroom technologies. The study will inform on current practice and help to identify user requirements
  10. This report will be based on a number of small focus groups with key stakeholders, staff (lecturers, administrators), students and other professional services