The ‘assessment for learning’ pedagogical approach in The University of Auckland Academic Integrity online course

Abstract

The online academic integrity course development at the University of Auckland has confirmed recent studies on the practice and impacts of an ‘assessment for learning’ approach in higher education (Gikandi, Morrow & Davis, 2011; McDowell, Sambell & Montgomery, 2013). While assessment is commonly given subsequent to and independent of learning, an ‘assessment for learning’ approach can be defined as “any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning” (Black et al, 2003, p. 10). This article demonstrates how the ‘assessment for learning’ approach was constructively applied in an Academic Integrity online course development. The University of Auckland’s compulsory Academic Integrity course consists of five modules. Each module has formative assessment activities and a set of summative assessment online tests. Usability testing results and students’ feedback informed the course design throughout its development. Five rounds of usability testing were conducted. The findings showed that students responded positively to a combination of multi-media interactive formative assessment activities and online summative tests. This includes real life problem-based scenarios, self-assessment quizzes and fill-in-the-gaps storylines. Each summative assessment question was linked back to a relevant section of the online module. Students were asked to find and read specific information in a course module (e.g. view video, read scenario, complete an activity) and then select the correct answer. A question bank consisting of over 250 multi-choice, scenario-based questions was created, and every student was given a completely new set of six randomly selected questions for each of the five modules in order to prevent repetition and the sharing of answers. This project is significant because it effectively applies the ‘assessment for learning’ approach. By creating combined formative and summative assessments in an online learning environment and applying informed learning design, the University of Auckland’s Academic Integrity online course was successfully developed and well received by students and staff during its pilot in 2012 and faculty-based implementation in 2013. Key outcomes: 1. An ‘assessment for learning’ approach was effectively applied to the Academic Integrity online course development, enhancing the understanding of the University’s academic integrity policy, guidelines and procedures. 2. Implementation of formative and summative assessments in virtual learning environments effectively engaged students and enhanced learning processes. Discussion questions: 1. How can the ‘assessment for learning’ approach be applied in virtual learning environments as a framework for the design of student-centred and self-reflective interactive activities? 2. How can usability testing inform the design of different types of assessments in an academic integrity online course? Keywords: academic integrity, formative assessment, summative assessment, ‘assessment for learning’ pedagogy, usability testing, online course design.