Online learning should change the way that exams work
From University World News: “If education systems and teachers can’t provide specific guidance about preparing for and sitting online exams, what are the grounds for accusations of cheating? These grey areas reflect the generally opaque nature of the post-COVID world. Specifically, what exactly is wrong with students discussing problems, proposing solutions and presenting their own interpretation as their answer? In the networked world, the line between what is original and what is adapted is more blurred every day. … If exams are designed to assess higher-order cognitive development – demonstrating individual ability to synthesise and apply knowledge – surely collaboration can be the vehicle for what educationalist John Biggs calls deeper learning. Can’t examination practices change to capture this?”
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