Piloting Online Submission and Online Assessment with GradeMark

Piloting Online Submission and Online Assessment with GradeMark

Includes Critical Response, "Questioning the Pedagogy of Technology-Assisted Assessment (TAL)," by Catherine McLoughlin (Australian Catholic University, Australia)
Trudy Ambler (Macquarie University, Australia), Yvonne Breyer (Macquarie University, Australia) and Sherman Young (Macquarie University, Australia)
DOI: 10.4018/978-1-4666-4470-0.ch004
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Abstract

Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.

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