BGA | BUSINESS IMPACT
an indication that we have to change the way we assess the subjects that students are most uncomfortable with. Furthermore, we still do not have a way of ascertaining whether the student who is being assessed online is the one who is doing the exam, as unfortunately cheating has become an issue with online assessments. We have to get to a point where students are not able to download the exam question paper and send it to someone else who can assist them with answering the questions. We need to think creatively to ensure the integrity of our online assessments. There are some students who are getting extremely good marks, but we are not sure whether they would get the same results if they were to write sit-in exams. In other words, we do not know whether they are receiving assistance from a third party or not. Overall, it appears that online assessments work for some subjects but not for others. Claudia Ocera, Educational Technologist and Learning Designer, ESMT Berlin When it comes to assessment design, we believe that we should try to move away from the traditional assessment format and consider what students can actually learn from it. Think in terms of assessment for learning, rather than assessment of learning only. How can learners use their skills in an assignment, enjoy their learning experience, and maybe re-use some of their work? One of the ways we would like to do that is by using learner-created videos as a format for assessment and feedback. We think that this could help learners to apply and develop different skills in a creative way. Another advantage of using videos is that learners can easily reuse them to showcase their work or enrich their portfolios. We’re encouraging learners to create videos for different activities on our online and blended courses, and they seem to enjoy it. The idea behind these activities is to allow students to perform a real-life task using the skills gained in the course and be able to re-use their work once the course is finished. Creating videos can also help learners to develop media and presentation skills which are so important in today’s job market. We really believe in this – and, in future, we would like to enable students to use our School’s video recording and editing platform to develop these skills. Videos can also be used by instructors to provide assessment feedback. We’re currently using video feedback for different learning activities and faculty seem to enjoy it. This could be a new way to interact with students, and to provide more personalised feedback, where possible. Julien Malauren, Academic Director of the Metalab and the Augmented Digital Campus, ESSEC Business School We are experimenting with several different formats for assessments. We are pushing for multimedia interaction in the way students produce content, and we are trying to go more and more in this direction. We are also pushing our faculty to deliver feedback in the same kind of way: they record themselves by sending an audio file or by sending a video, where they discuss feedback in a more unstructured manner, explaining what they appreciate about the outcome of the assessment and how they think it could be improved. This has been quite well received by students. Unfortunately, this is not always possible for all disciplines, but the more we move in the direction of digital assessment, the more we think that peer assessment could be a positive; not necessarily asking other students to grade or to predict marks for assignments, but more to assess their peers’ predictions qualitatively. Peer assessment and multimedia exchanges seem to be the way to go in our Business School.
CHAIR David Woods-Hale, Director of Marketing and Communications, AMBA & BGA PANELLISTS Ishan Kolhatkar,
General Manager, Inspera UK Claudia Ocera, Educational Technologist and Learning Designer, ESMT Berlin Emma Watton, Programme Director, Executive MBA, Lancaster University Julien Malauren, Academic Director of the Metalab and the Augmented Digital Campus, ESSEC Business School Prem Chandrani, Professor in Strategy and Finance, SP Jain Institute of Management and Research Thabang Mokoaleli-Mokoteli, MBA Director, Wits Business School
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