Thu 21 Mar 2024 10:45 - 11:10 at Meeting Rooms B110-112 - Assessment & Grading Chair(s): Amanpreet Kapoor
In this experience paper we introduce the concept of `diverging assessments’, process-based assessments designed so that they become unique for each student while all students see a common skeleton. We present experiences with diverging assessments in the contexts of computer networks, operating systems, ethical hacking, and software development. All the given examples allow the use of generative-AI-based tools, are authentic, and are designed to generate learning opportunities that foster students’ meta-cognition. Finally, we reflect upon these experiences in five different courses across four universities, showing how diverging assessments enhance students’ learning while respecting academic integrity.
Thu 21 MarDisplayed time zone: Pacific Time (US & Canada) change
Thu 21 Mar
Displayed time zone: Pacific Time (US & Canada) change
10:45 - 12:00 | Assessment & GradingPapers at Meeting Rooms B110-112 Chair(s): Amanpreet Kapoor University of Florida, USA | ||
10:45 25mTalk | Diverging assessments: What, Why, and ExperiencesGlobal Papers Amin Sakzad Monash University, David Paul University of New England, Judy Sheard Monash University, Ljiljana Brankovic University of New England, Matthew P. Skerritt RMIT University, Nan Li University of Wollongong, Australia, Sepehr Minagar Monash University, Simon , William Billingsley University of New England DOI | ||
11:10 25mTalk | Mechanical TA 2: Peer Grading With TA and Algorithmic SupportGlobal Papers DOI | ||
11:35 25mTalk | Rubric for the Quality of Answers to Student Queries about CodeGlobal Papers Svana Esche Technical University of Darmstadt DOI | ||