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This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University's learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semistructured interviews revealed that participants largely held very positive attitudes about the suite of online assessment tasks, particularly in light of (a) the collaborative learning that took place, (b) the nature, structure and sequence of the tasks, and (c) the ways in which the tasks contributed to their workplace readiness.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Creative Arts, Media and Communication Curriculum and Pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teaching and Instruction Technologies
UTAS Author:	Wright, S (Mrs Suzie Wright)
UTAS Author:	Innes, M (Ms Maureen Innes)
ID Code:	100308
Year Published:	2014
Deposited By:	Research Division
Deposited On:	2015-05-11
Last Modified:	2018-03-29
Downloads:	298 View Download Statistics