In this first episode of Season Four, we will be focusing on on-campus “blue book” assessments and discuss three considerations that need to be taken into account when designing assessments that have a large component of in-class written work. It is the first of two episodes, the next is on oral assessments, inspired by the discourse in Higher Ed at the moment about assessment design that tries to avoid Ai but in turn also builds in inequities and accessibility barriers.
Transcript for Episode 43 Season Four Introduction The ElAiphant in the Room
Resources Connected to Episode
New York Times. Students Hate Them. Universities Need them. The Only Real Solution to the AI College Cheating Crisis. Note that this is the article that is an example of the discourse in HigherEd at the moment. This is a behind a paywall article and the only reason I could read it where I am is because Cate Denial posted a gift link on her LinkedIn. As she notes, this article does not mention disability once.
Ann Gagne. Resources and Plans for the Academic Year. All Things Pedagogical. I am posting my blog from this week because it speaks to the crisis happening in Educational Development in Canada at the moment. It is the devaluing of the work of educational development and instructional design in HigherEd that is leading to more inaccessible assessment design. Like with everything in HigherEd, and the world, it is all connected.