Abstract
This article analyses students’ thoughts and feelings about online assessment. This article uses Disruptive Innovation theory as a lens through which to analyse students’ responses to online assessment, in a case study of a Leadership course. The sources of data for this article comprise annual course evaluation surveys, a one-off assessment survey and a focus group. Qualitative content analysis with a directed approach is used to analyse the data. The results show students are capable of undertaking a range of online assessments but are, in general, reluc-tant to utilise the innovative possibilities of different forms of online assessment. This article adds to our understanding of online assessment by placing it within a distinct theoretical framework, offering explanations for why students may not be seeking-out innovative forms of assessment.
| Original language | English |
|---|---|
| Article number | 2611 |
| Journal | Research in Learning Technology |
| Volume | 29 |
| DOIs | |
| Publication status | Published - 2021 |
Keywords
- Case study
- Disruptive innovation
- E-portfolios
- Leadership
- Online assessment
