Cadmus is an online assessment platform that facilitates the end-to-end assessment workflow for academics and students. This involves assessment design, delivery, completion, submission, and feedback. The platform enables the delivery of a range of formative and summative, individual written assessments.
Cadmus is an assessment for learning platform that delivers the administrative benefits of conventional online assessment platforms, as well as scalable assessment quality and learning support to teachers and students.
With a range of educative and learner-centred features, along with sophisticated learning analytics and non-invasive security functionality, Cadmus can be used for both formative assessment as well as open-book, summative pieces like exam alternatives.
The Cadmus online assessment platform is now available as part of the MyUni ecosystem. Cadmus supports individual written assessment tasks, including essays, annotated bibliographies, literature reviews, reflective writing, case studies, problem based learning, and laboratory reports. Iterative assessment workflows enable students to obtain feedback throughout the assessment process.
Cadmus contains academic skill development resources within the application. This includes embedded referencing support for students. Cadmus assessment design incorporates educational approaches to promote student academic skill development embedding academic skill resources within assessment tasks. The Cadmus Manual contains all of the information required in one easy to access location. Students no longer have to leave an assessment task to locate the resources required to complete the assessment.
The Cadmus Manual contains prompts to assist students to configure their references correctly, based upon the chosen referencing style for the task. The Cadmus Manual has been customised to contain direct links to University of Adelaide specific resources. Nudges to students enable point in time referencing support.
Cadmus currently supports Harvard, APA and Vancouver referencing styles.
Cadmus also supports the University’s updated assessment policy, as it integrates directly with TurnItIn. Students have immediate access to TurnItIn Similarity Reports to assist with the identification of areas for academic skill improvement. This is complimented by an updated guide to assist in interpreting TurnItIn Similarity Reports.
Improved instructional design, using a set of customisable templates, reduces confusion and unnecessary cognitive load for students trying to decipher the requirements of an assessment task. Assessment tasks can be staged, and feedback is available to students prior to submission of an assessment, using the drafting feature. Cadmus integrates with MyUni SpeedGrader for ease of marking. Cadmus provides a range of insights to support student progress throughout an assessment task.
Pedagogy and Design for Learning
1. Assessment delivered via the Cadmus platform will support assessment for learning.
2. Assessment delivered via the Cadmus platform will adopt an educative approach to academic integrity.
3. Assessment delivered via the Cadmus platform will promote the academic values of honesty, trust, fairness, respect, responsibility and courage.
4. Technology will be used to support, rather than drive, academic skill development and academic integrity.
5. Assessment delivered via the platform will be accessible.
Technology and Support
6. Teaching staff using the Cadmus platform will be supported with professional development/training to ensure optimisation of the environments and resources available.
7. Students completing assessment using Cadmus will be provided with support resources.
Pedagogy and Design for Learning
1. Students to construct their own knowledge through assessment tasks that generate rich, purposeful, relevant, authentic assessment design to support the development of academic skills, as appropriate to different discipline contexts via Cadmus.
2. Assessment tasks will provide opportunities for students to receive and implement feedback via the Cadmus platform.
3. Key content and resources, including marking schemas or rubrics, required to complete a Cadmus assessment should be provided via the platform where feasible and relevant to assessment activities, and available for students for an appropriate duration to complete the assessment.
4. Instructional design templates should be utilised to reduce confusion and cognitive load for students for assessment delivered via Cadmus. These should be customised according to individual assessment requirements.
5. All resources associated with an assessment should be available via Cadmus to enable ease of access for students and to optimise the available insights throughout the assessment delivery cycle.
6. Students should be given the opportunity to complete a non-assessed activity using the Cadmus platform to facilitate familiarity with the tools and associated features.