Supporting Assessment Readiness for Online Assessment: Experiences from a Higher Education Course for Instructional Leaders
Résumé
Online assessment has emerged as a fundamental aspect of higher education; however, students' preparedness to participate in digital assessment methods is inconsistent, especially within professional development settings. The study examines the perceptions of instructional leaders regarding the support for assessment readiness in an online higher education course. Data were gathered from 884 participants through a post-session evaluation form that included Likert-scale items and an open-ended question. Descriptive statistics and thematic analysis were employed to assess participants' comprehension of online quizzes, written assignments, and the Portfolio of Evidence. The findings demonstrate that structured, practical support improved confidence and preparedness for online quizzes and assignments; however, readiness for more complex assessment components varied significantly. This study emphasises the significance of deliberate, course-level strategies in facilitating assessment readiness within online professional learning contexts.
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