Abstract
A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study
Highlights
A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study
During the height of the pandemic, we had to transition to online learning rapidly
Once we had developed the assessment the hurdle was to trial several eTools, such as Menti, Jamboard, and Padlet, to find out which were suitable for our activities
Summary
During the height of the pandemic, we had to transition to online learning rapidly This required educators to move all content, activities, and assessment tasks very quickly onto Canvas, our Universities Learning Management System (LMS). One of the most significant issues that we experienced was fostering engagement with the students and finding suitable eTools to promote engagement and support authentic assessment of this unit. For the unit we had to develop assessments that would foster student engagement throughout the semester. The eTools needed to not dictate the pedagogy; the pedagogical approach directly influences learning, and we did not want to compromise the pedagogy of online, active, and peer learning, or the assessment of this unit (Clark, 2001; Cook, 2020; Peterson, 2020). Cerimagic and Hasan best support it, we ensured that the development of the assessment was not driven by eTools
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