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Assessment Strategies for Online Learning by
Publication Date: 2018-08-01
Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.
A Learner Centered Approach to Online Education by
Publication Date: 2013
The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction. Chapter 7 provides information pertaining to assessment and grading rubrics. Each chapter of the book includes an application exercise. This book will assist the reader in understanding the important factors in regards to online education.
Emerging Patterns in Transferring Assessment Practices from F2f to Online Environments
Abstract: This study explores the transfer of assessment practices from f2f to online environments by college instructors, with a particular interest in the factors influencing assessment in online learning settings. Assessment is a critical aspect of the learning environment, and considerable research has suggested various methods of formative and summative assessment for the f2f classroom. However, there has been less research into the ways in which these traditional forms of assessment are being incorporated into the online learning environment, or whether they may even be appropriate. This study investigated the perceptions of seven higher education faculty, with experience teaching courses in both the f2f and online environments, regarding the transfer of assessment practices between the two delivery formats. Specifically, this study explored the transfer of assessment practices from f2f to online environments by college instructors in two higher education institutions: a four-year college and a two-year community college.[...]
Assessment in Online Learning--It's a Matter of Time
Abstract: Taking online courses is becoming a more common part of the college experience, but very little is known about student behaviors and strategies related to online assessment. This article reviews how students in an online Earth and Space Science course interact with various online assessments. Our two main findings are that our students do not use self-assessment tools effectively, and time spent on online exams is surprisingly short. We discuss how the use of self-assessment tools can probably be improved through careful online course design, but the short time spent on online exams is partially due to the nature of the online environment itself. We make a number of design suggestions that can encourage good test-taking strategies in the online environment.
Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains
Abstract: This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on professional situations. For each professional situation, three levels of situational complexity are defined, and within each of these three levels, tasks are offered that differ in the degree of support offered to the learner. This environment can support (beginning) professionals in complex domains in gaining insight into the available repertoire of behavior in professional situations, as well as into the quality and effectiveness of that behavior (assessment criteria), while simultaneously helping them to develop insight into the standards that their own behavior should (eventually) match.
Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities
Abstract: The purpose of this paper is to qualitatively examine the relationship between problem based learning, authentic assessment and the role of community in fostering learning in digital contexts. The authors used "Digital Moments" to create a meaningful learning environment and build the online class community. They then collaboratively developed assessment strategies and tools with students following problem-based learning methodologies. Given that the pace of information is rapid and changing, the authors argue that online learning must occur in a context that embraces these three concepts: 1. Students must be empowered through PBL to choose real world tasks to demonstrate their knowledge, 2. Students are allowed to choose the modality to represent that knowledge and participate in designing the tools for assessing that knowledge and 3. They do so in a supportive online community built through the sharing of Digital Moments. The paper chronicles the interconnection between problem based learning, authentic real world assessment tasks and a supportive online community. This resulted in developing learner autonomy, improving student engagement and motivation, greater use of meaningful self and peer assessments and shared development of collective knowledge. Further to this, it builds a foundation from which authentic assessment, student ownership of learning and peer support can occur in an ongoing way as learners make the important shifts in power to owning their learning and becoming problem-based inquirers in future courses. As a result, in order to fully embrace the online learning environment, we cannot limit ourselves to simple text based measures of student achievement. Stepping into this brave new world requires innovation, creativity and tenacity, and the courage to accept that as the nature of knowledge has evolved in the digital landscape, so must our means of assessing it.
Assessing Participant Learning in Online Environments
Abstract: Part of a special issue on facilitating learning in online environments. The writer considers the benefits and challenges of assessing learning in online environments. The main benefits of online assessment are the ability of every learner to respond to every question the instructor asks and the ability of the instructor to provide immediate feedback to each learner. The main challenge of online assessment relates to academic dishonesty and making sure that the learner enrolled in online study is the learner who completes the coursework. The writer considers some methods of assessing learning in the online environment, including constructed response assessments, selected response assessments, concept mapping, virtual discussions, electronic-portfolio assessment, field experiences, writing, informal student feedback, individual and group projects, self-assessment, and peer assessment.