In this paper we report on our experiences from aligning assessment strategies with available resources when constantly redesigning an introductory course on business information and communication technologies at a North American university. The examination and assignment results of 148 students have been analyzed to better understand the effectiveness of different assessment strategies when redesigning the course. We have managed to adapt our assessment strategy to using fewer resources while maintaining an effective learning environment. The data analysis suggests that no significant differences occurred with regards to learning outcomes and that a computer-supported assessment strategy has advantages with regard to preparing students for examination.
|Published - 15 Aug 2013
|19th Americas Conference on Information Systems - Chicago, IL, USA
Duration: 15 Aug 2013 → …
|19th Americas Conference on Information Systems
|15/08/13 → …