Learning from COVID-19 to futureproof assessment in Business Education

Barker, S; Suri, H; Gregory, B; Warner, A; White, A; Venkiteswaran, V; Lightfoot, U

Learning from COVID-19 to futureproof assessment in Business Education

Barker, S Suri, H Gregory, B Warner, A White, A

Venkiteswaran, V Lightfoot, U

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Publication Type:: Conference Proceeding
Citation:: https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Conference-Proceedings.pdf, 2020
Issue Date:: 2020-11-30

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Field	Value	Language
dc.contributor.author	Barker, S
dc.contributor.author	Suri, H
dc.contributor.author	Gregory, B
dc.contributor.author	Warner, A
dc.contributor.author	White, A https://orcid.org/0000-0003-1164-7806
dc.contributor.author	Venkiteswaran, V
dc.contributor.author	Lightfoot, U
dc.contributor.editor	Gregory, S
dc.contributor.editor	Warburton, S
dc.contributor.editor	Parkes, M
dc.date	2020-11-30
dc.date.accessioned	2021-06-15T23:23:59Z
dc.date.available	2021-06-15T23:23:59Z
dc.date.issued	2020-11-30
dc.identifier.citation	https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Conference-Proceedings.pdf, 2020
dc.identifier.uri	http://hdl.handle.net/10453/149541
dc.description.abstract	The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID- 19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.
dc.language	en
dc.relation.ispartof	https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Conference-Proceedings.pdf
dc.relation.ispartof	ASCILITE
dc.rights	Note: All published papers are refereed, having undergone a double-blind peer-review process. The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Learning from COVID-19 to futureproof assessment in Business Education
dc.type	Conference Proceeding
utslib.location.activity	Virtual
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Accounting Discipline
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2021-06-15T23:23:58Z
pubs.finish-date	2021-06-03
pubs.publication-status	Published online
pubs.start-date	2020-11-30

Abstract:

The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID- 19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/149541