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DASH C21 integrates inputs, four dimensions (practices and pedagogies, strategies, emerging technologies, and stretching horizons) and outputs that emphasize authentic, innovative digital assessments reinforced by academic integrity values.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Bennett∗ & Ali Abusalem ±  \nThe rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this ‘new virtual world’ of learning and teaching in higher education. After extensive research and consultation, the project developed a Digital Assessment Framework dubbed DASH C21, which stands for Digital Assessment Stretching Horizons for the 21st Century. The Framework is based on a set of underpinning principles and values; the Inputs.  \nThe Inputs feed into four Dimensions. These Dimensions are Practices and Pedagogies, Strategies, Emerging Technologies and Stretching Horizons. The Outputs are a series of authentic, innovative, experiential and forward looking, digital assessments, reinforced by academic integrity values. This paper will be of particular interest to higher education senior managers, academics, learning and teaching specialists, staff professional developers and curriculum designers.  \nKeywords: Digital Assessment Framework  \nIntroduction  \nThis paper describes a project that was developed in Australia in response to the pandemic and its disruption of, and impact on, the higher education sector worldwide. In Australia, as in most other countries, the rapid spread of the COVID-19 virus in 2020 caught education institutions by surprise. Universities and independent providers of higher education were ordered to close their campuses, almost overnight, and were forced to replace face-to-face delivery of courses with remote and online delivery models. While some universities had previously started to experiment with various modes of off-campus delivery using contemporary digital technologies, most were underprepared and under-resourced for the speed and extent of the change required to effectively transition exclusively to remote and online teaching and learning.  \nOne aspect of online delivery that was particularly challenging for academicsand curriculum designers, as well as being under-researched, was online assessment. The search for and creation of a theoretical framework to inform and support  \n∗Managing Director, Lorraine Bennett Learning and Teaching Consultancy, Australia.  \n±Course Coordinator-Business and Higher Education Lecturer, Kent Institute, Australia.  \nonline assessment approaches and practices was the focus of the project reported in this paper.  \nAim  \nThe aim of the project was to develop a framework based on a sound vision and pedagogy that could be used as a guide to design, develop and implement online assessments which would provide a valid and reliable measure of a student’s academic performance as well as promote learning.  \nScope  \nThe project was funded through a small competitive grant from the Australia English Fund. The objective of the special funding was to promote and support English Language Colleges and Higher Education Providers transition to online delivery modes of teaching to enable them to continue to attract and retain international students.  \nThe grant was provided to an independent higher education provider in Australia. It was led by an external consultant with years of senior academic experience leading and working in university-wide centres for learning and teaching, supported by an academic colleague, with specialised skills in the application of advanced technologies in higher education contexts.  \nWhile the initial focus was on developing an online assessment f","cbCairZNwkJ9kEFQ","https://ap.wps.com/l/cbCairZNwkJ9kEFQ","pdf",207312,24,"English","# Introduction\n# Aim\n# Scope\n# Research Question\n# Paper Outline\n# Context","[{\"question\":\"What was the main purpose of the 2021 Australia project described in the paper?\",\"answer\":\"To develop a digital assessment framework, DASH C21, that guides the design and implementation of online assessments that are valid, reliable, and supportive of learning.\"},{\"question\":\"What is DASH C21, and what makes it different from generic online assessment approaches?\",\"answer\":\"DASH C21 is a Digital Assessment Framework built on underpinning principles and values, structured through four dimensions and aimed at producing authentic, innovative, experiential digital assessments reinforced by academic integrity.\"},{\"question\":\"Which four dimensions does the framework use to feed into assessment outcomes?\",\"answer\":\"Practices and Pedagogies, Strategies, Emerging Technologies, and Stretching Horizons, which together inform the framework’s outputs.\"}]","Building Academic Integrity and Capacity in Digital Assessment in Higher Education | PDF",1792076910]