Presenters are listed in alphabetical order.
Humanizing Assessment in Online Higher Education
Assessment practices in online higher education are potent drivers of student learning, yet evidence suggests that there is a significant reliance on potentially unreliable and invalid summative assessments that inhibit student learning. Compounding this is the massive increase in the use of digital surveillance technologies, purportedly to ‘catch cheaters’ and to ‘save faculty time’. This combination of factors, harms all learners, and harms students who have darker skin colour, or are neuro-divergent much more significantly than others. This review of the literature on assessment in higher education shows that there are significant problems associated with this reliance of summative assessments and that encouraging a move towards more formative, human-centred assessment models will require sustained and pan-institutional effort to change deeply rooted ways of thinking about teaching, learning, and assessment.