Karen's responded to that in terms of some really good examples, around
what if you are really faced with, you're teaching, for example, a language course.
And they do need to provide that answer and it's not really about the process, and
you struggle with moving towards those types of questions,
and just provide some good examples in terms of how you can deal with that.
Dealing with potentially if it's a language course and students going and
using Google translator to get the answer, how can you initiate those questions so
that Google translator doesn't actually spit out the answer that
you're looking for?
It does require some creativity, but in the long run, it's actually helping
your students to not just look up an answer in a book and provide the answer.
But to actually start thinking about how it's applied,
which is usually what we're trying to get our students to achieve in the long run.
>> It's interesting, from my discipline, from a design background,
it's all about the process as well, so we design our online assessments
to be the capstone to an iterative development process.
So we really see how our students are growing,
what they're learning, how they reply.
So that gives us insight into those final submissions and actually,
sometimes it's very easy to tell when it isn't that person.
Because there's a lot of their personality that's put into the whole process.
That's not going to work for every discipline, but
I think what you're saying covers some of the other side of it.
But it could be that thinking about formative versus summative assessment
as well, and maybe using them in tandem to actually have some of that insight,
progressive kind of builds, so you can build a map of how they're performing and
what they're likely to answer.
Maybe that might help too.
>> I mean, we appreciate that it would be different in different disciplines.
>> Yeah.
>> In design or in social studies, or literature, where you can have more open
ended questions, it's a lot easier to create those questions.
But then when you're stuck with other courses where,
let's say an anatomy courses and they have to know a particular term and they have to
know where that particular term is used for what part of the body, for example.
And typically we've used matching and
we've put the word on the diagram type response.
Again, it's about being creative and trying to change the types of questions,
so it is more about, okay you have to use the term so
we know you've learned the term.
But use it in a sentence, use it in a paragraph,
use it in away that's actually applicable.
And that actually moves towards making it more authentic as well.
Because in real world, you're not just going to provide a word to someone or
provide a term or provide a calculation.
You're going to be applying it to something.
So how can we make the assessment more authentic for
our students so they can actually see how it's applicable in real life?
>> And just one more point, you just actually reminded me of something.
A colleague the other day was talking about essays and submission
of essays online and the possibility of people plagiarizing in that context.
But what she was saying is it's actually important to imbue in your students
that sort of ethical, moral notion of why it's not good to cheat.
Because you're never going to be able to stop people cheating, but
it's about the deeper understanding of where that leads and what damage it's
actually going to be doing you in the future, even in terms of reputation.
because if you're writing something and submitting it, people can track that down
years later when you're going for a job and actually check the originality of it.
And that has come back to bite people, so thinking holistically,
not just about that point in time of assessment, but
understanding how it works in the long run and why you shouldn't actually do it.
>> Yeah.
>> Anyway, that's a lot of different things there,
we probably should keep going.
