TY - GEN
T1 - Assessment and feedback under disruptive circumstances in trans-national education
AU - Ur-Rehman, Masood
AU - Hussain, Sajjad
AU - Ansari, Imran
AU - Abdulghani, Amir Mohamed
AU - Centeno, Anthony
AU - Abbas, Hasan
AU - Heidari, Hadi
AU - Hong, Ye
AU - Ponciano, Joao
AU - Abbasi, Qammer Hussain
AU - Qadir, Junaid
AU - Imran, Muhammad Ali
N1 - Publisher Copyright:
© 2020 IEEE.
PY - 2020/12/8
Y1 - 2020/12/8
N2 - The COVID-19 pandemic outbreak and the lock-down and social distancing strategies adopted to contain it have drastically affected our daily lives and the routine businesses. Provision of educational services in a continuous and useful manner in such circumstances is a massive challenge and requires innovative methods. Effective assessment and feedback play a pivotal role in traditional teaching and learning approaches and it is of even more vital importance in disruptive conditions. This paper discusses different assessment and feedback techniques in the online delivery of higher education courses in lockdown scenarios. The effectiveness of these approaches is evaluated through qualitative and quantitative study of student and staff feedback for an engineering course being delivered as part of a transnational education (TNE) program. In the light of the results, recommendations are made to improve the assessment and feedback activities in disruptive circumstances.
AB - The COVID-19 pandemic outbreak and the lock-down and social distancing strategies adopted to contain it have drastically affected our daily lives and the routine businesses. Provision of educational services in a continuous and useful manner in such circumstances is a massive challenge and requires innovative methods. Effective assessment and feedback play a pivotal role in traditional teaching and learning approaches and it is of even more vital importance in disruptive conditions. This paper discusses different assessment and feedback techniques in the online delivery of higher education courses in lockdown scenarios. The effectiveness of these approaches is evaluated through qualitative and quantitative study of student and staff feedback for an engineering course being delivered as part of a transnational education (TNE) program. In the light of the results, recommendations are made to improve the assessment and feedback activities in disruptive circumstances.
KW - Assessment and Feedback
KW - COVID-19
KW - Disruptive circumstances
KW - Higher education
KW - Online teaching
KW - Transnational education
UR - http://www.scopus.com/inward/record.url?scp=85102965944&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102965944&partnerID=8YFLogxK
U2 - 10.1109/TALE48869.2020.9368427
DO - 10.1109/TALE48869.2020.9368427
M3 - Conference contribution
AN - SCOPUS:85102965944
T3 - Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020
SP - 287
EP - 294
BT - Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020
A2 - Mitsuhara, Hiroyuki
A2 - Goda, Yoshiko
A2 - Ohashi, Yutato
A2 - Rodrigo, Ma. Mercedes T.
A2 - Shen, Jun
A2 - Venkatarayalu, Neelakantam
A2 - Wong, Gary
A2 - Yamada, Masanori
A2 - Chi-Un Lei, Leon
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020
Y2 - 8 December 2020 through 11 December 2020
ER -