Assessing activity–based learning for a networked course

Abstract

Networked environments offer new scope for presenting activity based courses, in which activities and reflection form the central backbone of course pedagogy. Such courses promise an enriching approach to study, but there are also challenges for the design of assessment. This paper describes a qualitative study of student and tutor perspectives on the assessment of an innovative undergraduate course at the UK Open University which has employed an activity–based approach. It discusses the relationship between assessment, student participation, and the development of skills, and then outlines the priorities for the design of assessment for such courses.

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