Abstract
COVID-19 disrupted many of the historical ways of operating in higher education. As teaching rapidly transitioned online, it triggered the need for alternative assessments to replace invigilated on-campus exams. With the quality assurance process for invigilated exams unavailable, the burden fell to individual academics. To sustain a focus on quality and good practice, and to support staff within a challenging environment, the Medical Science team at CQUniversity Australia took a collaborative approach based on a staff buddy system. An evaluation of the quality assurance approach revealed three key elements central to its functioning and to its outcomes. The elements included (i) a structural framework, (ii) a joint mission driving efforts and (iii) the learning of lessons. These three elements form the basis of this case study.
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Acknowledgements
We would like to thank members of the CQUniversity Australia Medical Sciences team. This book chapter would not have been possible without them.
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Saluja, S., Keen-Dyer, H. (2022). Enhancing Online Assessment Quality through Collaboration. In: Jamil, M.G., Morley, D.A. (eds) Agile Learning Environments amid Disruption. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-92979-4_36
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DOI: https://doi.org/10.1007/978-3-030-92979-4_36
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