Vol. 5, No. 1 (Winter 2024)
Liv Marken, Contributing Editor, CWCR/RCCR
This is Part Two of two in this series. You can read Part One, The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed, and Invigilated Exams: Causes, Context, and the Perpetuation of Ableism here. CWCR/RCCR Editor
My previous post discussed the resurgence of traditional handwritten, in-person, timed, and invigilated exams as a response to pandemic-era cheating and GenAI. While some post-secondary instructors return to these assessments, they risk moving backwards: the nature of these exams is inconsistent with commitments to equity and inclusion practices. Accommodation gains, it seems, were a corollary of pandemic remote learning, and these gains have gradually diminished due to an attitude of “returning to normal.” Continue reading “The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed Exams: A Critical Examination and Guidance for Writing Centre Support (Part 2 of 2)”