Abstract
This paper presents a summary of an experimental assessment design in a fully online undergraduate course. It details a task design relating to assessing discussion forum contributions and how lessons learnt from the original design have impacted on the current course design. From a task that often resulted in 2500 posts across a semester – impossible to read and assess in a fair and equitable manner to the combined design offered today. The task is equitable and manageable with the aim of building students’ capability as active learners.
Keywords
Online discussion, blog, peer review, self review, assessment strategy.