This paper considers the introduction of online tests and exams at Charles Darwin University from 2009, and concludes that the improved pass rate is a result of the introduction of improved learning methods and not a lowering of standards. The paper also addresses the nature and timing of the tests and exams, student feedback on the assessment regime, and academic dishonesty in the virtual classroom. The analysis is conducted in the context of the arrival of a competitive tertiary education sector in Australia in 2012 in general, and the resources and student cohort of Charles Darwin University in particular. � 2010 The Association of Law Teachers.
|Number of pages||26|
|Publication status||Published - 2010|