Authored by Cherrie Yang, Faculty of Business, Economics and Law and Sally Eberhard, altLAB

The Challenge

Cherrie Yang has a first-year accounting class with around 180-200 students. The paper has three in-class quizzes and four written exercises submitted in-class. As Cherrie moved to remote online teaching, the key challenge was how to design assessments that met the learning outcomes and provide flexibility to students whose study environments might be very different.

Solutions and Advice

When Cherrie moved these in-class assessments online, she used the opportunity to redesign and improve the assessments.

In-class closed-book quizzes
Initially, the in-class quizzes were converted into online quizzes in Blackboard. Cherrie was able to create quizzes quickly by selecting relevant questions from the question banks provided by the textbook publisher. Online quizzes provided automated instant feedback to students, which improved the feedback time compared to in-class quizzes. Later, based on faculty guidelines, she took most of the summative online quizzes offline and moved the marks to the case study assessment. The quiz questions were used as workshop exercises instead, to give students more practice opportunities on the course content.

Exercises submitted in-class
The four written exercises have been turned into a case study assessment delivered online through Xero Learn Accounting platform. Using the case study assignments allows a more holistic approach to assess students against the learning outcomes, better than the original exercises could. This assessment also enables students to compare both manual and digital accounting systems.

Rethinking how to assess students differently and using existing resources to support a quick implementation could lead to better assessments for students.

Want to find out more?
UNSW has some useful guidance on assessment by case studies and scenarios https://teaching.unsw.edu.au/assessment-case-studies-and-scenarios